The Indonesian Ministry of Religious Affairs, through the Directorate of Islamic Education, has announced the commencement of digital transformation in the National Final Examination (UAN) for equal education in Salafi religious schools. Approximately 69,176 students from various schools across Indonesia are expected to participate in these exams, which will take place in 2026.
The examinations will be conducted using a Computer-Based Testing (CBT) system, reflecting the ministry's commitment to improving the quality of religious education and enhancing the competitiveness of religious school graduates.
Event Details
The schedules for the UAN PKPPS exams are set progressively, with the high-level (Ulya) exams taking place from April 6 to April 19, 2026, followed by the intermediate-level (Wustha) exams from April 20 to May 2, 2026, and finally, the basic-level (Ula) exams from May 4 to May 16, 2026. These exams aim to measure the extent to which students meet the specified competency standards.
In this context, the Director of Islamic Education, Amien Suyitno, emphasized that digital transformation does not mean abandoning the cultural and religious identity of the schools, but is part of ongoing efforts to maintain educational quality and enhance the competitiveness of graduates.
Background & Context
Historically, religious schools in Indonesia relied on traditional teaching methods. However, with rapid technological advancements, it has become essential to adopt new methods that align with the times. In recent years, there has been a growing interest in digital religious education, reflecting the need to update curricula and teaching methods.
This step is part of the Indonesian government's efforts to enhance religious education and ensure its quality, as Salafi religious schools represent an important part of the educational system in the country.
Impact & Consequences
This initiative is a strategic move towards improving transparency and accountability in the religious education system. By utilizing the CBT system, religious schools can enhance the efficiency of assessment processes and provide a more equitable and transparent educational environment.
Moreover, digital transformation helps bridge the gap between traditional education and modern technologies, making it easier for students to adapt to the changing demands of the job market.
Regional Significance
Indonesia's experience in digital transformation in religious education serves as a model for the Arab region, where many Arab countries face similar challenges in updating their educational systems. Arab countries can benefit from this experience to enhance the quality of religious education and adopt innovative teaching methods.
In conclusion, the digital transformation in religious education in Indonesia represents an important step towards improving educational quality and enhancing the competitiveness of graduates, opening new horizons for educational cooperation among Islamic countries.