Ujian Nasional (UN) merupakan penilaian kompetensi peserta didik secara nasional pada jenjang pendidikan dasar dan menengah. Berbagai polemik yang berkepanjangan mengenai Ujian Nasional di Indonesia tampak baik bagi demokrasi di negeri ini. Tapi satu hal yang jangan terlupa bahwa siswa peserta UN jangan sampai dibuat ragu atau takut tentang kepastian Ujian Nasional sebagai sarana untuk mengukur kemampuan mereka di bangku sekolahnya. Untuk tahun 2012 Menteri Pendidikan dan Kebudayaan Mohammad Nuh memastikan pemerintah tetap akan menggelar ujian nasional tahun 2012. Ujian nasional dijadwalkan berlangsung pada April 2012. Oleh karena itu kami berusaha membantu para siswa/i peserta Ujian Nasional di manapun berada untuk menyediakan Latihan Soal UN 2012 yang memenuhi standar, semoga upaya kami dapat memberikan tambahan berharga bagi para siswa, para guru, orang-tua siswa, dan masyarakat pada umumnya.

Mendikbud mengatakan saat ini perdebatan mengenai UN sudah selesai. Ia menuturkan, ada empat kunci pelaksanaan UN yang baik atau kredibel. Pertama, dijamin keamanan dan kerahasiaannya. Karena jika berkasnya bocor, maka kredibilitas UN itu sudah berkurang, bahkan hilang. Kedua, dari sisi ketepatan distribusi, harus tepat waktu, tepat jumlah, dan tepat bahan yang mau diuji. Ketiga, pada hari pelaksanaan harus dijamin kelancarannya. Jangan sampai soal sudah ada semua tapi soal ujian yang dibagikan salah. Dan, keempat, dalam sistem evaluasi harus dipastikan agar nilai rapor bisa menjamin bahwa nilai itu mencerminkan kemampuan sang anak.

Ok berarti Ujian Nasional sudah dipastikan bakal digelar sesuai Jadwal Ujian Nasional 2012 yang telah ditetapkan secara resmi oleh Pemerintah. Baiklah kami sampaikan Latihan Soal Unas 2012 secara gratis untuk Anda.

Latihan Soal UN 2012

Latihan Soal UN SMA/MA 2012 yang terdiri dari :

1. Latihan Soal UN SMA 2012 Program Ipa
2. Latihan Soal UN SMA 2012 Program Ips
3. Latihan Soal UN SMA 2012 Program Bahasa
4. Latihan Soal UN SMA 2012 Program Keagamaan

Semua latihan tersebut bisa Anda dapatkan disini, silakan klik

Latihan Soal UN SMK 2012 yang terdiri dari :

1. Latihan Soal UN SMK 2012 Program Teknik
2. Latihan Soal UN SMK 2012 Program Non Teknik

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Latihan Soal UN SD/MI 2012 yang terdiri dari :

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Latihan Soal UN SMP/MTs 2012 yang terdiri dari :

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Koleksi Latihan Soal UN 2012

1. Latihan Soal UN 2012 Bagian satu silakan ambil disini
2. Latihan Soal UN 2012 Bagian dua silakan ambil disini

UN Harus Bersih dan Tidak Boleh Diintervensi

Kementerian Pendidikan dan Kebudayaan (Kemdikbud) terus mengupayakan pelaksanaan Ujian Nasional (UN) yang jujur dan bersih serta bebas dari intervensi. Menteri Pendidikan dan Kebudayaan (Mendikbud) Mohammad Nuh mengingatkan bahwa kepala daerah jangan memanfaatkan UN sebagai alat politik dan menekan kepala sekolah agar siswanya lulus 100 persen. Hal tersebut ditegaskan oleh Mendikbud dalam acara Deklarasi / Ikrar Ujian Nasional Jujur, Berprestasi dan Pendidikan Anti Korupsi di Jambi, Kamis (9/2).

"Sudah bukan eranya bupati dan walikota menekan kepala sekolah agar lulus 100 persen." tegas Menteri Nuh. Tekanan kepala daerah kepada kepala sekolah agar tingkat kelulusan siswanya 100 persen kerap berujung pada berbagai pelanggaran dan kecurangan. Menteri Nuh mengungkapkan, bahwa tekanan yang begitu kuat kepada kepala sekolah bisa saja mendorongnya membuat instruksi ke guru-guru untuk berbuat curang. Kecurangan yang sering terjadi adalah guru-guru menyebar kunci jawaban kepada siswanya.

Menteri Nuh berharap tidak ada lagi kasus kebocoran soal UN dan sontek masal seperti yang terjadi tahun kemarin, entah itu didasari tekanan kepala dinas ataupun sebab-sebab lain. Menteri mengajak semua pemangku kepentingan pendidikan bersama-sama mendukung UN yang jujur dan berkualitas. "Mari jalankan Ujian Nasional dengan jujur." ajak Menteri Nuh.

Dalam kunjungannya ke SMP Negeri 14 Kota Jambi, Jumat (10/2), Menteri mengajak siswa-siswa agar tenang menghadapi UN dan mengutamakan kejujuran. "Jangan takut menghadapi UN, itu kan pelajaran yang kalian pelajari sehari-hari." pesan Menteri kepada siswa-siswa SMP tersebut.

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The 2012 national examination results (UN) can be integrated to enter public universities (PTN). Moreover, it has become a collective agreement.

This is expressed by educational researchers from the Center for Educational Assessment Ministry of National Education (Ministry of National Education), Drs. Safari, M., P.A.U. told reporters on the sidelines of a workshop in Bandung education Vocational School (SMK) District 9, Jln. Soekarno-Hatta Jakarta, Wednesday (28 / 9).


"But certainly whether or not the policy of the government, I can not be sure," said Safari.

It is said, wants the UN to integrate the value of PT, because the UN was the same (standard). While public universities have not been standardized exam results. "This is the basis, we want the UN could be admission to state universities," he said.

According to him, in the implementation, the UN has been running smoothly and perfectly. That need to be perfected, is the only technical problems, especially for entry into the PTN.

"PTN must accept, because this discourse has been discussed and agreed between the parties," he added.

According to him, from the research results, implementation of the UN in Indonesia the envy of other countries, especially from the technical side of implementation. In addition, the UN is the same standard of value, namely 5.5 standard value even if the UN is still relatively small.

"In other countries, like Malaysia and Singapore standardized test scores of at least seven," he said.

Safari said the UN to measure students' ability to be implemented nationally. While the material being tested is at least the lesson has been taught in school.

"There's no way the material being tested is a lesson not taught in school," he said.

The existence of the cons of this examination, because the material in accordance with the UN is not being taught. Safari said the school should introspection, because the teacher did not teach properly.

Separately, Head of Education Jabar, Prof. Dr. Wahyudin Zarkasyi said the UN to integrate the results into the PTN was already discussed and will be piloted in 2012. However, there are some technical implementation should be enhanced.

"Implementation of the UN Special mechanisms are integrated into state universities," he added.

Wahyudin claimed to strongly support the UN can be a prerequisite for entry PTN. "But there are some that must be perfected," he said.

While Chairman of the Board of Education of Bandung, Kusmeni Hartadji rate, pemeritah not yet ready to integrate the UN to be a prerequisite get into state universities. In addition to the implementation of the system is not perfect, it still happens dishonesty among students and supervisors in the implementation of the UN.

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In mathematics, a quadratic equation is a polynomial equation of the second degree.

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The constants a, b, and c, are called respectively, the quadratic coefficient, the linear coefficient and the constant term or free term. The term "quadratic" comes from quadratus, which is the Latin word for "square". Quadratic equations can be solved by factoring, completing the square, graphing, Newton's method, and using the quadratic formula (given below).
One common use of quadratic equations is computing trajectories in projectile motion. Another common use is in electronic amplifier design for control of step response and stability.
Quadratic formula
A quadratic equation with real or complex coefficients has two solutions, called roots.

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A quadratic function, in mathematics, is a polynomial function. The graph of a quadratic function is a parabola whose axis of symmetry is parallel to the y-axis.
The expression ax2 + bx + c in the definition of a quadratic function is a polynomial of degree 2 or second order, or a 2nd degree polynomial, because the highest exponent of x is 2.
If the quadratic function is set equal to zero, then the result is a quadratic equation. The solutions to the equation are called the roots of the equation.

Origin of word

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The adjective quadratic comes from the Latin word quadratum for square. A term like x2 is called a square in algebra because it is the area of a square with side x.
In general, a prefix quadr(i)- indicates the number 4. Examples are quadrilateral and quadrant. Quadratum is the Latin word for square because a square has four sides.

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In mathematics, a sequence is an ordered list of objects (or events). Like a set, it contains members (also called elements or terms), and the number of terms (possibly infinite) is called the length of the sequence. Unlike a set, order matters, and exactly the same elements can appear multiple times at different positions in the sequence. A sequence is a discrete function.

For example, (C, R, Y) is a sequence of letters that differs from (Y, C, R), as the ordering matters. Sequences can be finite, as in this example, or infinite, such as the sequence of all even positive integers (2, 4, 6,...). Finite sequences are sometimes known as strings or words and infinite sequences as streams. The empty sequence ( ) is included in most notions of sequence, but may be excluded depending on the context.

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A series is the sum of the terms of a sequence. Finite sequences and series have defined first and last terms, whereas infinite sequences and series continue indefinitely.

In mathematics, given an infinite sequence of numbers { an }, a series is informally the result of adding all those terms together: a1 + a2 + a3 + · · ·. These can be written more compactly using the summation symbol ∑. An example is the famous series from Zeno's dichotomy

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The logarithm of a product of two numbers equals the sum of their logarithms:

This equation forms the basis for multiplying two numbers on a slide rule or using a logarithm table. Since adding is generally easier than multiplying, this led to the rapid adoption of logarithms for calculations after their invention by John Napier in the early 17th century. For such computational purposes, the logarithm to base b = 10 (common logarithm) was primarily used. The natural logarithm uses the constant e (approximately 2.718) as its base, and is especially widespread in calculus. The binary logarithm uses base b = 2 and primarily aids computing applications.

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Logarithmic scales reduce wide-ranging quantities to smaller scopes. For example, the Richter scale uses the common logarithm to measure the amplitude of seismic events. Logarithms are commonplace in scientific formulas, measure the complexity of algorithms and of fractals, and appear in formulas counting prime numbers. They describe musical intervals, inform some models in psychophysics and can aid in forensic accounting.
The complex logarithm is the inverse of the exponential function applied to complex numbers and generalizes the logarithm to complex numbers. The discrete logarithm is another variant; it has applications in public-key cryptography.

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Three-dimensional space is a geometric model of the physical universe in which we live. The three dimensions are commonly called length, width, and depth (or height), although any three directions can be chosen, provided that they do not lie in the same plane.
In physics, our three-dimensional space is viewed as embedded in 4-dimensional space-time, called Minkowski space (see special relativity). The idea behind space-time is that time is hyperbolic-orthogonal to each of the three spatial dimensions.
In mathematics, analytic geometry (also called Cartesian geometry) describes every point in three-dimensional space by means of three coordinates. Three coordinate axes are given, usually each perpendicular to the other two at the origin, the point at which they cross. They are usually labeled x, y, and z. Relative to these axes, the position of any point in three-dimensional space is given by an ordered triple of real numbers, each number giving the distance of that point from the origin measured along the given axis, which is equal to the distance of that point from the plane determined by the other two axes.
Other popular methods of describing the location of a point in three-dimensional space include cylindrical coordinates and spherical coordinates, though there are an infinite number of possible methods.

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Another mathematical way of viewing three-dimensional space is found in linear algebra, where the idea of independence is crucial. Space has three dimensions because the length of a box is independent of its width or breadth. In the technical language of linear algebra, space is three dimensional because every point in space can be described by a linear combination of three independent vectors. In this view, space-time is four dimensional because the location of a point in time is independent of its location in space.
Three-dimensional space has a number of properties that distinguish it from spaces of other dimension numbers. For example, at least 3 dimensions are required to tie a knot in a piece of string. The understanding of three-dimensional space in humans is thought to be learned during infancy using unconscious inference, and is closely related to hand-eye coordination. The visual ability to perceive the world in three dimensions is called depth perception.
In mathematics, a relation is used to describe certain properties of things. That way, certain things may be connected in some way; this is called a relation. Formally, a relation is a set of n-tuples of equal degree. Thus a binary relation is a set of pairs, a ternary relation a set of 3-tuples, and so forth. A ternary relation however is always expressable as two binary relations. Specifically in the context of functions, this is known as currying.
Particularly concerning binary relations, the set of all the starting point is called the domain and the sets of the ending points is the range. The domain is the x's , and the range is the y's.
An example for such a relation might be a function. Functions associate keys with values. The set of all functions is a subset of the set of all relations - a function is a relation where the first value of every tuple is unique through the set.
Other well-known relations are the Equivalence relation and the Order relation. That way, sets of things can be ordered: Take the first element of a set, it is either equal to the element looked for, or there is an order relation that can be used to classify it. That way, the whole set can be classified (compared to some arbitrarily chosen element).
Relations can be transitive. One example of a transitive relation is "smaller-than". If X "is smaller than" Y, and Y is "smaller than" Z, then X "is smaller than" Z
Relations can be symmetric. One example of a symmetric relation is "is equal to".
Relations can be reflexive.
A reflexive relation is "smaller than or equal".

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In calculus, a branch of mathematics, the derivative is a measure of how a function changes as its input changes. Loosely speaking, a derivative can be thought of as how much one quantity is changing in response to changes in some other quantity; for example, the derivative of the position of a moving object with respect to time is the object's instantaneous velocity. Conversely, the integral of the object's velocity over time is how much the object's position changes from the time when the integral begins to the time when the integral ends.

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The derivative of a function at a chosen input value describes the best linear approximation of the function near that input value. For a real-valued function of a single real variable, the derivative at a point equals the slope of the tangent line to the graph of the function at that point. In higher dimensions, the derivative of a function at a point is a linear transformation called the linearization.The process of finding a derivative is called differentiation. The reverse process is called antidifferentiation. The fundamental theorem of calculus states that antidifferentiation is the same as integration. Differentiation and integration constitute the two fundamental operations in single-variable calculus.

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Mathematical statistics is the study of statistics from a mathematical standpoint, using probability theory as well as other branches of mathematics such as linear algebra and analysis. The term "mathematical statistics" is closely related to the term "statistical theory" but also embraces modelling for actuarial science and non-statistical probability theory, particularly in Scandinavia.
Statistics deals with gaining information from data. In practice, data often contain some randomness or uncertainty. Statistics handles such data using methods of probability theory.
Statistical science is concerned with the planning of studies, especially with the design of randomized experiments and with the planning of surveys using random sampling. The initial analysis of the data from properly randomized studies often follows the study protocol.
Of course, the data from a randomized study can be analyzed to consider secondary hypotheses or to suggest new ideas. A secondary analysis of the data from a planned study uses tools from data analysis.

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Data analysis is divided into:
descriptive statistics - the part of statistics that describes data, i.e. summarises the data and their typical properties.
inferential statistics - the part of statistics that draws conclusions from data (using some model for the data): For example, inferential statistics involves selecting a model for the data, checking whether the data fulfill the conditions of a particular model, and with quantifying the involved uncertainty (e.g. using confidence intervals).
While the tools of data analysis work best on data from randomized studies, they are also applied to other kinds of data --- for example, from natural experiments and observational studies, in which case the inference is dependent on the model chosen by the statistician, and so subjective.
Mathematical statistics has been inspired by and has extended many procedures in applied statistics.

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Probability is a way of expressing knowledge or belief that an event will occur or has occurred. The concept has an exact mathematical meaning in probability theory, which is used extensively in such areas of study as mathematics, statistics, finance, gambling, science, Artificial intelligence/Machine learning and philosophy to draw conclusions about the likelihood of potential events and the underlying mechanics of complex systems.

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Interpretations
The word probability does not have a consistent direct definition. In fact, there are two broad categories of probability interpretations, whose adherents possess different (and sometimes conflicting) views about the fundamental nature of probability:
Frequentists talk about probabilities only when dealing with experiments that are random and well-defined. The probability of a random event denotes the relative frequency of occurrence of an experiment's outcome, when repeating the experiment. Frequentists consider probability to be the relative frequency "in the long run" of outcomes.
Bayesians, however, assign probabilities to any statement whatsoever, even when no random process is involved. Probability, for a Bayesian, is a way to represent an individual's degree of belief in a statement, or an objective degree of rational belief, given the evidence.

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