Analysis Difficulties and Characteristics of Item Test of on Biology National Standard School Examination

Abstract

This research aims to describe the characteristics of biology test items in the test instrument of USBN (National Standard School Examination) through test items analysis to check of reliability estimation, difficulty level, and item discrimination, as well as to identify items that have a high level of difficulty, and to analyze the factors that cause the items these questions are difficult for students. Data collection technique was done through documentation. The collected data were in the form of a set of Biology National Standard School Examination key answers, and students' response of senior high school in Banjarbaru City, South Kalimantan Indonesia. Quantitative data analysis was conducted by using the approaches of Classical Test Theory (CTT) and Item Response Theory (IRT). Qualitative data analysis was carried out to describe students' difficulty in answering test items with difficult category. The results show that reliability estimation is quite reliable. Based on the analysis result of CTT and IRT, the mean of difficulty level is categorized as medium, and the mean of distinguishing ability is categorized good. In qualitative analysis, it is obtained that one item becomes difficult to answer due to the low concept comprehension, unfinished learning materials, and learning difficulties during the class.

The COVID-19 pandemic and the characteristic comparison of English achievement tests

“…This is consistent with [21], which claims that a higher item discrimination score suggests that the item can identify differences between students who have high achievement and those who have low achievement. Although the test settings are somewhat different, the results of this item discrimination test are comparable to those of other studies that have looked at item test characteristics [41], multiple choice questions [42], and education research [43]. They discovered effective item discrimination.…”

The Brainstorming Method on Pesantren Students’ Mathematical Connection and Metacognition Skills

“…Generally, acceptable validity evidence has an index value of more than 0.4, categorized as medium or high (Istiyono, 2018) (Retnawati, 2016). The reliability test uses an estimated value with a minimum coefficient threshold of more than 0.5 (Pienaar et al, 2021) and the highest one is close to 1 or from 0.80 to 0.90 (Crocker & Algina, 2008); (Saputra et al, 2021)…”

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“…Sebaliknya, Haider et al (2012) berpendapat bahwa kategori butir sedang dapat menunjukkan bahwa siswa memiliki pemahaman yang baik dalam menjawab tes karena lebih dari separuh siswa menjawab butir dengan benar. Tingkat kesukaran butir soal tes ini dapat dibandingkan dengan penelitian lain yang menguji tingkat kesukaran butir soal tes sumatif (Mulianah & Hidayat, 2013;Maharani & Putro, 2020;Saputra, Retnawati & Yusron, 2021), meskipun kondisi tesnya tidak sama. Penelitian-penelitian sebelumnya menemukan tingkat kesukaran soal yang memiliki butirbutir yang lebih sedang dibanding yang lain.…”

“…Hal ini untuk mendeteksi perbedaan individu di antara siswa. Hasil pengujian ini dapat dibandingkan dengan penelitian lain (Boopathiraj & Chellamani, 2013;Singh et al, 2014;Saputra et al, 2021), meskipun kondisi pengujiannya tidak serupa. Para peneliti tersebut menemukan daya beda butir yang baik.…”

“…Hasil penelitian ini juga menunjukkan bahwa sejauh mana pengukuran tes prestasi IPA tetap konsisten setelah diulang pada subjek dan dalam kondisi yang sama (Rudyatmi & Rusllowati, 2017). Uji reliabel ini hampir sama dengan penelitian sebelumnya (Anggreyani, 2009;Mulianah & Hidayat, 2013;Pascual, 2016;Sugianto, 2017;Manalu, 2019;Saputra et. al., 2021) meskipun kondisi pengujian tidak sama.…”