Analisis Butir Soal Tipe Multiple Choices Questions (MCQ) pada Ujian Akhir Semester Ganjil Mata Pelajaran Sosiologi Kelas XII SMA

Abstract

This study aims to determine the quality of the Odd Semester Final Examination Questions for Class XII Sociology Subjects at SMA Negeri 2 Padang Panjang in the 2021/2022 academic year in terms of analysis: 1) content and empirical validity, 2) reliability, 3) distinguishing characteristics, 4) difficulty level. And 5) distracting qualities. This research is a descriptive study using a quantitative approach because all the data or information obtained is manifested as numbers. The research subjects were students of class XII SMA Negeri 2 Padang Panjang, with a total population of 163 students. Data collection techniques were carried out using the documentation method to obtain data on questions, answer keys, and student test results. Based on the results of data analysis, the results of a review of aspects are obtained: 1) The validity of the content of the questions has a high category material aspect, a high category construction aspect, and a high category linguistic aspect. 2) Empirical validity, there are 7 items valid questions (17.5%) and 33 items (82.5%). 3) In terms of reliability, the question has low reliability of 0.19. 4) Discriminatory power, questions with less discriminating power 23 items (57.5%), questions with sufficient discriminating power 14 items (35%), good discriminating power three items (7.5%). 5) Difficulty level, 16 items (40%) are classified as easy, 12 items (30%) are classified as moderate, and 12 items are items (30%) ) are difficult. 6) The effectiveness of distractors, 29 items (72.5%) are eligible, and 11 items (27.5%) are not eligible. Thus it can be concluded that the quality of the items tested is not good.

The Development of Hots-Based Technical Mechanical Subject Instruments Using a Classical Test Theory Approach

“…For the difference between question number 1 obtained a high category of 0.6428, question number 2 obtained a high category of 0.6795, question number 3 obtained a high category of 0.6175, question number 4 obtained a value of 0.6710 with a high category, question number 5 obtained a value of 0.1475 with a low category, question number 6 obtained a value of 0.6650 with a high category, Question number 7 obtained a score of 0.7061 with a very high category, question number 8 obtained a score of 0.5870 with a very high category, question number 9 obtained a score of 0.2074 with a medium category, question number 10 obtained a score of 0.6462 with a high category, question number 11 obtained a score of 0.6802 with a high category, question number 12 obtained a score of 0.7191 with a very high category, Question number 13 obtained a score of 0.6445 with a high category, question number 14 obtained a score of 0.6584 with a high category, question number 15 obtained a score of 0.7055 with a very high category, question number 16 obtained a score of 0.5251 with a high category, question number 17 obtained a score of 0.6726 with a high category, question number 18 obtained a score of 0.4688 with a high category, Question number 19 gets a score of 0.5303 in the high category, and question number 20 gets a score of 0.4521 in the very high category. That is, of all 20 items in question item number 5 get low discriminating power so that it can be a special consideration for instrument makers whether to be corrected or deleted because this item cannot distinguish the abilities of students while the other 20 have received very high value categories, meaning that the question already has good quality because the value of the distinguishing power of the question is directly proportional to quality (Fajar & Junaidi, 2022). Point number 9 is also the only item that has distinguishing power from the medium category, meaning that this item does not need to be deleted but makers can consider revising or changing the question item (Nurmaliza, 2022).…”

Analisis Butir Soal Tipe Multiple Choice Questions pada Penilaian Harian Sekolah Dasar

“…Guru berperan dalam pelaksanaan evaluasi pembelajaran siswa untuk melihat keberhasilan pembelajaran. Dengan kata lain, untuk melihat keberhasilan tercapainya pembelajaran, guru diwajibkan untuk melakukan penilaian terhadap hasil belajar siswa (Fajar & Junaidi, 2022). Proses evaluasi pembelajaran di sekolah dapat menggunakan berbagai jenis pertanyaan, termasuk pertanyaan tipe Multiple Choice Questions (MCQs) atau pertanyaan pilihan ganda (Kusumawati dan Hadi, 2018).…”