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According to the Indonesian Ministry of Education, the implementation of Computer-based National Exam (CBNE) has been a success and able to improve the assessment quality, logistic efficiency, and student digital literacy in secondary schools. However, there are multiple issues reported during the CBNE, and they seem to increase as the CBNE covers more areas and involves more students. Considering the role of Indonesian CBNE as the pioneer in the digitalised highstakes assessment for secondary level education in the world, understanding the issues affecting CBNE is crucial for better implementation in Indonesia and future guidelines for other countries that aim to apply a similar method of assessment. This paper was aimed to give insights into potential issues in the implementation of CBNE based on a theoretical analysis of secondary sources conducted through library research, especially from an English education perspective. The paper suggests that academic and technological issues may put students at a disadvantage during CBNEs. The academic issue centers on the challenges in developing questions forms and aligning with existing curriculum, while the technological issue deals with reliability and availability of the technologies involved in the CBNE. The paper also offers theoretical solutions to improve the preparation process of the CBNE to accommodate an improved implementation in the sort and long-term periods. The issues elaborated in this paper are expected to attract more exploratory-type primary research to gain insights in establishing a fundamental understanding of a large-scale CBNE for high-stakes purposes around the world in this digital age.

Issues in the Implementation of Computer-based National Exam (CBNE) in Indonesian Secondary Schools