Item Quality Analysis for Measuring Mathematical Problem-Solving Skills

Wijayanti, Palupi Sri

doi:10.24127/ajpm.v9i4.3036

Cited by 7 publications

(6 citation statements)

References 19 publications

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“…The level of difficulty can be obtained by analyzing students' responses. It means that question difficulty was not determined by teachers' perceptions, but rather by students' answers (Wijayanti, 2020). In addition, distractors chosen by the students may be useful for the teachers to identify learning difficulties experienced by the students.…”

Section: Resultsmentioning

confidence: 99%

Item Analysis of Multiple-Choice Questions: An Assessment of Young Learners

Marsevani

2022

ERJEE

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Although English has been taught for decades in Indonesia, the quality of multiple-choice question given to young learners was hardly examined. To touch on the issue, this study aims at determining the quality of 10 multiple-choice questions (MCQs) in a public elementary school in terms of difficulty level (P), discrimination power (D), and distractor efficiency (DE). This study employed a cross-sectional study to obtain information and evaluate MCQs in the students’ tests. It was found the multiple-choice items were efficient in which 80% of them have acceptable difficulty and 20% of them were fairly easy (P 70%). The discrimination index of 8 (80%) items was excellent and 2 of the MCQs were good. Among 40 distractors, 32 (80%) of them were functional distractors while 8 of them were non-functional distractors (NFDs). It can be concluded that most of the difficulty index was acceptable, the items discrimination power was good. In terms of distractor efficiency, two items were completely inefficient. Furthermore, MCQs that are considered poor should be revised, re-tested, and reviewed before incorporating them into the future test. This study hopefully encourages teachers to identify poorly developed MCQs and to improve their quality.

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Section: Resultsmentioning

confidence: 99%

Item Analysis of Multiple-Choice Questions: An Assessment of Young Learners

Marsevani

2022

ERJEE

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“…The difficulty of a question in a test is seen from the ability of students to answer the question, not from the assumptions of the teacher who compiled the questions. Because questions that are difficult or easy for teachers are not necessarily difficult or easy for students (Wijayanti, 2020). In order to find out the difficulty level of an issue, it is necessary to calculate the difficulty index.…”

Section: Level Of Difficultymentioning

confidence: 99%

“…The test is said to be a good question if it meets the requirements such as eligibility, level of difficulty, distinguishing power, pattern distribution of answers, and the relationship or correlation of each item with the overall score (Wijayanti, 2020). To find these things, an assessment activity is needed through item analysis which aims to obtain information about questions that have met the requirements of good questions.…”

Section: Introductionmentioning

confidence: 99%

Analysis of mathematics test items quality for high school

Manfaat¹,

Nurazizah²,

Misri³

2021

Jurnal Penelitian dan Evaluasi Pendidikan

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This study aims to determine the quality of the mathematics test items at high school in terms of validity, reliability, differentiation, difficulty level, and distractor effectiveness. This study is an evaluation type of research with a quantitative approach. The subjects in this study were 44 class XII students of SMKN 3 Kuningan and 39 class XII students of SMAN 1 Jalaksana. The results show that the majority (96.67%) of the items are declared valid in content by the experts. The test has very high reliability (0.90). The items have the ideal difficulty level. Most of the questions (70%) have medium difficulty, a few questions (6.67%) are very easy, and a few questions (20%) are difficult, and (3.3%) are very difficult. Most of the items (83.33%) have good discriminating power, and only a few questions (16.67%) have poor discriminating power. Most (90%) of the questions have a well-functioning answer choice, and only a few questions (10%) have the answer choice not functioning properly. Overall, this study can be concluded that the Mathematics Test Questions at SMKN 3 Kuningan are of good quality.

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“…Problem solving is good to be used as a strategy in moving from an initial condition to a condition to be achieved, in the sense of a change on the good side. As a determinant of students' cognitive level, problem solving is an important part and basic ability in learning mathematics (Hidayat & Sariningsinh, 2018;Tambunan, 2019;Wijayanti, 2020). What is considered important in solving mathematical problems is complex cognitive because every student needs it (Amalia et al, 2017;Peranginangin & Surya, 2017;Permatasari et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Scientific Learning Model: Analytical Thinking and Process Skills in Mathematics

Kamid

Kurniawan

Nawahdani

2022

JERE

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Education is one of the efforts to improve the intelligence of the next generation of a nation. Education is considered an important and strategic factor in national development, with efforts oriented towards improving the quality of human resources. In dealing with problems in social life, of course, every student needs to develop process skills. The process skills of each student will be honed by itself if students have the will to be better. It relates to physical and mental skills that result in good attitudes and processes. This study aims to determine the relationship between students' analytical thinking and process skills using the problem based learning model and the problem solving model, and to find out the differences between students' analytical thinking and process skills using the model and the problem solving model. This research uses quantitative research with associative and comparative types of research. For this type of associative research, descriptive statistical tests are used, while for this type of comparative research, assumptions and hypothesis tests are used. The sampling technique used is purvosive sampling with the criteria of students studying mathematics on circle material, the samples taken are 180 students. The results showed that there was a relationship between analytical thinking and student process skills with the problem based learning and problem solving models besides that there was a comparison between analytical thinking and student process skills in both schools. The implication of this research is that the application of the learning model can be used as a means to develop students' analytical thinking skills and process skills in mathematics.

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Item Quality Analysis for Measuring Mathematical Problem-Solving Skills

Cited by 7 publications

References 19 publications

Item Analysis of Multiple-Choice Questions: An Assessment of Young Learners

Item Analysis of Multiple-Choice Questions: An Assessment of Young Learners

Analysis of mathematics test items quality for high school

Scientific Learning Model: Analytical Thinking and Process Skills in Mathematics

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