Inclusive schools are educational institutions that include all children and children with special needs (ABK) in the same learning process. According to the study of literature, inclusive schools require learning media with more concrete images and real objects, especially in the field of mathematics. The purpose of this research is to design CAH WANI as a medium of mathematics learning that can improve mathematics learning achievement in inclusive schools. This media is made based on IoT with the aim to facilitate teachers in monitoring children's learning outside of school and determine the appropriate actions to be taken in the next learning process in order to give birth to students who are superior and of Islamic character. In addition, with this media parents are also facilitated in monitoring the learning process of children at school. The research method used is the research and development method, with the chosen development design using the ADDIE development model. This learning media is designed with the original Indonesian puppet concept with a size that is easy to carry and is equipped with a camera that is controlled by a microcontroller and connected to the internet. Product development validation includes (1) subject matter expert test, (2) instructional media expert test, and (3) design design expert test. The results of this study are in the form of an IT-based Islamic learning media design of Islamic character "CAH WANI" which has been validated by experts. Keywords: CAHWANI, IoT, Inclusive Schools

Penelitian ini bertujuan untuk menganalisis butir soal Ujian Akhir Semester (UAS) pada mata pelajaran matematika tahun Ajaran 2020/2021 kelas VII di SMP Islam At –Tanwir. Penelitian ini termasuk penelitian kualitatif dan teknik penelitian adalah observasi. Analisis data yang digunakan berupa analisis validitas, reliabilitas, daya pembeda, tingkat kesukaran dan efektivitas pengecoh. Hasil penelitian sebagai berikut: (1) Berdasarkan kriteria validitas diperoleh soal valid yang berjumlah 19 butir (54%) dan 16 butir (46%) tidak valid. (2) Berdasarkan kriteria reliabilitas diperoleh nilai r sebesar 0,81 sehingga dikategorikan reliable. (3) Berdasarkan kriteria daya pembeda diperoleh soal tidak ada daya pembeda 1 butir (3%), kategori lemah 8 butir (23%), kategori cukup 3 butir (9%), 13 butir (37%) dan 10 butir (29%). (4) Berdasarkan kriteria tingkat keskaran diperoleh soal sukar 2 butir (6%), mudah 24 butir (69%) dan mudah 9 butir (26%).(5) Berdasarkan kriteria efektivitas pengecoh diperoleh soal sangat baik11 butir (31%), kategori 12 butir (34%), kategori kurang baik 7 butir (20%), buruk 9 butir (26%) dan 15 butir (43%).