Including Attendance as A Part of Academic Grading in An University is A Nonsense

As a college student in Indonesia, I’ve come to realize that the real value of education doesn’t lie in simply being present in a classroom but in understanding and applying the knowledge we acquire. Yet, many of us are still graded based on our attendance, not on how well we actually grasp the material. This system is not only outdated but also unfair, as it fails to take into account the real-life challenges we face as students. Grading attendance in Indonesian universities doesn’t just feel frustrating—it’s a broken practice that harms students more than it helps.

First and foremost, university is supposed to be a place where we, as adults, learn to take responsibility for our own education. We pay substantial tuition fees, and most of us also have to manage other responsibilities outside of class, such as part-time jobs or family obligations. In Indonesia, many students juggle both work and study. In fact, it’s not uncommon for students to work part-time jobs to help pay for their tuition or cover their daily expenses. However, by grading attendance, universities are sending the message that simply showing up is more important than actively engaging with the learning process. As adults, we should be trusted to manage our own learning and time. Grading us on whether we attend class doesn’t account for the fact that many students learn better in different ways, such as through self-study, group discussions, or online resources. Education should focus on how we learn, not just our physical presence.

Another issue is the reality that many students in Indonesia face financial and personal challenges that make attending every class difficult. A significant portion of Indonesian students work while studying, and sometimes, attending class simply isn’t possible due to work schedules or family emergencies. For instance, it’s common for students in more rural areas to have limited access to universities, and some even need to travel long distances to attend classes. Grading attendance penalizes students who are trying to balance work and study, often leading them to choose between fulfilling basic needs and being present in class. Instead of understanding the complexities of student life, attendance-based grading adds unnecessary pressure that doesn’t help anyone. It's not just about skipping class for fun—many students skip because they are faced with real-world priorities.

Moreover, even if we do attend class, merely being present doesn’t guarantee we’re learning effectively. I’ve been in classes where some students are physically there but mentally checked out. Whether it’s scrolling through social media on their phones or daydreaming, simply being present doesn’t equate to engagement or learning. Studies show that attendance alone has little correlation with academic performance, whereas motivation and active participation are much more important (Credé, Roch, & Kieszczynka, 2010). The focus should be on how engaged and motivated we are in the learning process, not on whether we check the box of being in class. Some students thrive when given the freedom to learn in their own way, and penalizing them for not attending class only hurts their overall academic experience.

Another problem with attendance-based grading is that it can create a less productive and even negative classroom environment. In many cases, students who are only there to avoid penalties don’t participate, leading to a dull and disengaged class. I’ve been in classrooms where the lack of genuine interest was palpable—people were physically there but not contributing to discussions. When students are motivated to be in class, the environment is much more dynamic, and the learning experience becomes richer. Research has shown that students who are engaged with the material contribute more to the overall classroom environment, which benefits everyone (Gunuc & Kuzu, 2015). So why force attendance if it results in a class full of disengaged students?. 

Finally, the concept of grading attendance simply doesn’t prepare us for the real world. In the workforce, employers are not concerned with whether you’ve been physically present for every meeting, but with whether you can meet deadlines, complete tasks efficiently, and contribute effectively to a team. The same should apply to university. College is supposed to prepare us for the future, and it should focus on skills like time management, responsibility, and critical thinking. Grading us based on attendance doesn’t teach us these skills; it teaches us to focus on simply being there rather than on the quality of our work. Employers, according to a study by the National

Association of Colleges and Employers, value time management and responsibility over simply showing up (National Association of Colleges and Employers, 2020). Universities should focus on helping students build these real-world skills, not on enforcing attendance rules that don’t help us grow.

Ultimately, grading students based on attendance does more harm than good. It disregards the complex realities of student life in Indonesia, where many are balancing jobs, family responsibilities, and education. It also fails to acknowledge that learning is not confined to physical presence in a classroom; true education happens when students are engaged, motivated, and given the freedom to explore knowledge in ways that suit their individual needs. By continuing to prioritize attendance over genuine learning, universities miss an opportunity to foster critical thinking, time management, and real-world skills that will truly prepare students for the future. It’s time for universities to focus on what truly matters—our understanding, growth, and ability to thrive in the world, not just our ability to sit in a classroom. Let’s move towards a system that values quality learning and personal responsibility, not just the act of showing up.

Muhammad Rohman Tamimi / 30802200024