Should You Get A Cum Laude or Drafted?

Ahmad Tholabi Kharlie
(Professor at UIN Jakarta)

For decades, the title of cum laude held a near-mystical symbolic weight in higher education. It reflected high academic achievement, intellectual discipline, and a consistent quality of mind throughout one’s studies. It was the mark of the elite—the "distinction" that separated the few from the many. However, in both Indonesia and the United States, we are witnessing a phenomenon that is forcing us to redefine the very meaning of prestige. As the number of graduates with honors continues to climb, we must ask: Is our education system getting better, or are we simply witnessing the devaluation of academic currency?

In Indonesia, the average GPA for undergraduates has surged, with many top universities seeing averages soar past 3.50. This mirrors a long-standing trend in the United States and Europe, where "grade inflation" has become the new normal. Over the past two decades, the proportion of "A" grades has increased significantly. Critics argue that when everyone is "special," no one is. They fear that the meritocracy is crumbling into a sea of participation trophies.

However, looking at this solely as a decline in quality is too simplistic. In the U.S. context, the stakes of a GPA are no longer just about bragging rights; they are about survival. With the crushing weight of the student debt crisis, a high GPA is often the only shield a graduate has when fighting for a limited number of high-paying jobs to pay back six-figure loans.

This brings us to a harsh reality unique to the American landscape. For many young Americans, the path to a cum laude degree is locked behind a paywall they cannot afford. This creates what sociologists call the "Poverty Draft." While some students grind for high GPAs to secure corporate internships, others see the military as the only viable "insurance policy" for a future.

The military offers the GI Bill, a promise of a free education in exchange for years of service. For a young person from the working class, a five-year stint in the Marines is not just about patriotism; it’s a strategic career move. They seek the "Veteran Status" that provides a better career trajectory and long-term security (like VA housing loans) than a standard entry-level degree ever could. In this world, a "Cum Laude" is a luxury, while a military discharge paper is a life raft.

As for now, higher education is shifting from an elitist system to one that is more open and inclusive. Advancements in learning technology and a standardized selection process mean that more individuals have access to the tools of excellence. What was once achieved by a few is now within reach of many. Modern education is moving away from the logic of "guarding the gate of exclusivity" and toward a mission of "elevating the baseline."

But the job market has noticed. Employers increasingly view a high GPA as a baseline requirement rather than a differentiator. They are looking for "substantive" measures: critical thinking, communication, and real-world problem-solving. A 4.0 GPA means little if the graduate cannot navigate a complex collaborative project or adapt to the rapid disruptions of the Gig Economy.

As prestige shifts, universities face a moral crisis. They must ensure that these high grades are built on a foundation of credible, transparent, and accountable learning. This requires internal quality assurance with periodic audits of grade distributions and rigorous assessment rubrics to ensure that a degree still carries its value.

More importantly, universities are moving toward "portfolio-based" success. Research projects, internships, and innovative work are becoming the true evidence of competence that a numerical GPA cannot fully capture. The goal should not be to limit the number of students who achieve greatness, but to ensure that "greatness" is earned through a process that has integrity.

The debate over cum laude inflation leads us to a fundamental question: Should education be a symbol of exclusion, or a space where excellence is democratized? Education was never meant to keep a distance between the "elite" and the "rest." It is meant to expand collective capacity.

For the student in Jakarta or the veteran returning to a campus in Ohio, the GPA is just one piece of a larger puzzle. Whether they are fighting through a pile of textbooks or through a mandatory military service, the true excellence is reflected in the real-world capacity they bring to society. Excellence is no longer the property of the few; it is a necessity that must be pursued by the many in a maturing, civilized society. The title may be common, but the struggle to earn it remains as authentic as ever.

This article was published in Detik on Friday (15/5/2026).