Analysis of the Quality of Grade X Indonesian Language Final Semester Assessment Items Based on Classical Test Theory
DOI:
https://doi.org/10.62208/jelr.4.2.p.1-8Keywords:
Classical Test Theory, Difficulty Level, Discrimination Power, Reliability, ValidityAbstract
The quality of evaluation instruments is essential for producing accurate information about student learning outcomes, yet test items are often not empirically analyzed. This study aimed to analyze the quality of Grade X Indonesian Language Final Semester Assessment items at SMK Negeri 1 Bangli based on Classical Test Theory. A quantitative descriptive evaluative approach was employed involving 148 Grade X students and 60 multiple-choice items. Data were collected through documentation of test scripts, answer keys, and student response sheets, and analyzed using Anates version 4.0.9. Results showed that 22 items (36.67%) had sufficient validity, 29 (48.33%) low validity, and 9 (15.00%) very low validity, while test reliability was very high (0.87). Regarding difficulty, 34 items (56.67%) were easy, 20 (33.33%) moderate, and 6 (10.00%) difficult. Discrimination power was good or very good for 20 items (33.33%), sufficient for 23 (38.33%), and poor or not good for 17 (28.33%), while 88 distractors (36.67%) were effective and 152 (63.33%) ineffective. Based on the integrated indicators, 22 items were retained, 29 revised, and 9 replaced. Items with low validity, weak discrimination, and ineffective distractors need to be revised or eliminated to improve the quality of the assessment instrument.
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