Utilizing test items analysis to examine the level of difficulty and discriminating power in a teacher-made test

Karim, Sayit Abdul; Sudiro, Suryo; Sakinah, Syarifah

doi:10.30659/e.6.2.256-269

Cited by 15 publications

(13 citation statements)

References 14 publications

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“…We can estimate the difficulty of the problem by determining the percentage of students who choose the correct answer or work on the correct question. The simplest procedure is to base this estimate only on students belonging to the item analysis group (Karim et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Minimum Competency Assessment to Measure Mathematical Literacy of Junior High School Students

Syaifuddin

2022

JERE

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Referring to the results of international tests, both PISA and TIMSS, Indonesia continues to strive to improve students' mathematical literacy skills through various policies. However, most students performed better in terms of literacy than on the arithmetic test. This study aims to develop a valid and reliable minimum competency assessment instrument to measure and describe the mathematical literacy competence of junior high school students in carrying out the minimum competency assessment (MCA). This type of Research & Development (R&D) research uses the development stages of the modified Oriondo and Antonio models. This study involved 60 students. The subjects used for the trial were 15 junior high school students. The methods used to collect data are observation and questionnaires. The instrument used to collect data is a questionnaire. The data analysis technique is descriptive qualitative and quantitative analysis. The results showed that 17 questions were valid and reliable, with Alpha reliability of 0.853, and suitable for measuring the numeracy literacy competence of junior high school students. The average numeracy literacy competence of junior high school students is 53.3, categorized as 'less.' The research findings suggest that teachers can utilize the MCA test to assess students' mathematical literacy and identify areas where students need to improve classroom learning.

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Section: Discussionmentioning

confidence: 99%

Minimum Competency Assessment to Measure Mathematical Literacy of Junior High School Students

Syaifuddin

2022

JERE

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“…The level of difficulty done to know the difficulty level so the questions meet good quality test of the items. The discrimination power shows how well the question differentiates students who are well-versed in the subject from those who are not (Karim, 2021).…”

Section: Methodsmentioning

confidence: 99%

The Effectiveness of SOLE on EFL Learning for Vocational Students in Indonesia

Puspitasari¹,

Aprilliani²,

Lelian³

et al. 2023

J.ofEngforAcad

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Improving education in the 4.0 era needs to be adjusted to the teaching and learning in higher education. Thus, it is necessary to have a learning strategy that prioritizes student independence in learning by using facilities in the digital era such as the internet. Therefore, SOLE can be one of the strategies that are in accordance with this 4.0 education. The purpose of this study was to find out the effectiveness of SOLE for apprentices in English as a Foreign Language (EFL) classrooms. In this study, we used quasi-experimental studies conducted through pre-test and post-test on study subjects as primary data for the study. The analysis showed a significant difference between students taught using SOLE and conventional methods in English proficiency. The Wilcoxon test results prove that the two-sided asymptotic significance of the Wilcoxon test is 0.000 for experimental class, and 0.000 for control class which the Asymptotic significance 2-tailed below Alpha (0.05). It means that SOLE can be more effective than lecturing.

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“…Difficulty index is one of the key parameters of item analysis. The interpretation of the item difficulty index (Karim et al, 2021;Sharma, 2021), are shown in Table 1.…”

Section: Methodsmentioning

confidence: 99%

Characteristics of National Standardized School Examination Test Items on Biology Subject in High School

Hidayah

Retnawati

Yusron

2022

JERE

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A good test instrument is required to measure students’ academic abilities. For final-year students, this ability is measured by USBN tests. This study aimed to analyses the characteristics of biology test items in the National Standardized School Examination (USBN) and analyses item tests categorized as difficult and poor. Type of study was descriptive exploratory with quantitative and qualitative approaches. Quantitative data analysis was performed using the classical test and item response theories with 1 logistic parameter model. Qualitative data analysis described why such question items are categorized as difficult and poor according to the classical test theory. The data were collected by using documentation of the answers of 193 students. The study results show that, according the classical test theory, Biology USBN item tests had the average difficulty index of 0.525 (moderate category) and the average of discrimination index obtained is equal to 0.124 (good category). Based on the item response theory, the mean difficulty index was -0.00029 (moderate category). The reliability test estimation result was 0.51, categorized as moderate. The qualitative analysis result showed that items categorized as difficult are the food web in the ecosystem, nervous system, and human excretion system.

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Utilizing test items analysis to examine the level of difficulty and discriminating power in a teacher-made test

Cited by 15 publications

References 14 publications

Minimum Competency Assessment to Measure Mathematical Literacy of Junior High School Students

Minimum Competency Assessment to Measure Mathematical Literacy of Junior High School Students

The Effectiveness of SOLE on EFL Learning for Vocational Students in Indonesia

Characteristics of National Standardized School Examination Test Items on Biology Subject in High School

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