scholarly journals The Analysis of Junior High School Teacher-Made Tests for the Students in Enrekang

2020 ◽  
Vol 1 (2) ◽  
pp. 122-138
Author(s):  
Husnani Aliah
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Item Difficulty ◽  
Item Analysis ◽  
Multiple Choice ◽  
Item Bank ◽  
Cognitive Domain ◽  
Multiple Choice Tests ◽  
Choice Tests

The research aimed at finding out information about the preparation of constructing teacher-made tests in Enrekang, the quality of English teacher-made test according to item analysis, and the level cognitive domain of the teacher-made test. The test quality was determined after it was used in school examination test. This research employed survey research using descriptive method. The researcher analyzed the data and then described the research finding quantitatively. The population of this research was the teachers who teach in ninth grade at junior high schools in Enrekang. This research applied simple random sampling technique by taking four different schools as sampel. The results of analysis show preparation that junior high school teachers follow in constructing teacher-made tests in Enrekang is divided into five main parts. In preparing the test, the procedures were considering tests’ materials and proportion of each topic, choosing to check the item bank that match to syllabus and indicators, or preparing test specification. In writing test, teachers’ procedures were re-writing chosen test item from internet and textbook, re-writing items that was used before and allowing the other teachers to verify it, combining items from item bank and text book, or making new item. While in analyzing a test, the procedures used by the teachers were analyzing and revising test based on its item difficulty, predicting the item difficulty and revising the test, or doing nothing to analyze the test. About the timing in preparing the test, there are three out of five teachers who need only one week to construct multiple choice tests. Besides, there are two out of five teachers who need two weeks to construct multiple choice tests. While the teachers have different ways in providing test based on students’ ability. Moreover, the item analysis shows that no test is perfectly good. It was found that almost all tests need to be revised. It was also found that there were only three categories works in all tests based on the cognitive domain of the test namely knowledge, comprehension, and application categories. There was no item belong to analysis, synthesis, and evaluation categories.

scholarly journals Pemahaman guru bimbingan dan konseling tingkat SMP tentang bimbingan dan konseling komprehensif

2017 ◽  
Vol 7 (1) ◽  
pp. 11
Author(s):  
Caraka Putra Bhakti ◽  
Agus Ria Kumara ◽  
Nindiya Eka Safitri
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Multiple Choice ◽  
Guidance And Counseling ◽  
Counseling Program ◽  
Multiple Choice Tests ◽  
Comprehensive Guidance ◽  
Quantitative Descriptive

<p><strong><em></em></strong><strong><em>Abstrak</em></strong><br />Bimbingan dan konseling komprehensif sebagai bagian integral pendidikan memiliki peran penting dalam pengembangan potensi siswa guna menghadapi kehidupan MEA yang kompleks. Guru BK hendaknya memahami konsep teoritis dan praksis bimbingan dan konseling komprehensif di sekolah. Ironisnya, beberapa guru BK belum paham tentang hal tersebut. Penelitian ini bertujuan untuk mengetahui tingkat pemahaman guru BK SMP tentang program bimbingan dan konseling komprehensif. Metode yang digunakan adalah deskriptif kuantitatif dengan subjek guru BK SMP se-Kabupaten Gunungkidul, DIY sejumlah 44 orang. Instrumen yang digunakan berupa tes pemahaman jenis <em>multiple choice, </em>dengan teknik analisis deskriptif. Hasil penelitian menunjukkan bahwa rata-rata pemahaman guru bimbingan dan konseling tentang program bimbingan dan konseling sebesar 50 poin dan tertinggi sebesar 100 poin. Hal ini menunjukkan bahwa belum semua guru BK SMP di Kabupaten Gunungkidul memiliki pemahaman yang baik tentang program bimbingan dan konseling komprehensif.</p><p><strong>K</strong><strong>ata kunci</strong>: bimbingan dan konseling, komprehensif, pemahaman</p><p><strong> </strong><strong><em>Abstract</em></strong><br />Comprehensive guidance and counseling as an integral part of education has an important role to develop of student potential in order to face the complex life of AEC. Guidance and counseling teachers should understand the theoretical and practical concepts of guidance and counseling comprehensive in schools. Ironically, some of the guidance and counseling teachers do not understand about it. The purpose of this research is to determine the level of the guidance and counseling teacher’s understanding about comprehensive guidance and counseling program. The method used is quantitative descriptive which the subjects are guidance and counseling teacher in Junior High School in Gunungkidul District, DIY. The number of subject in this resserch are of 44 people. This research is <em>multiple choice tests</em> type<em>,</em> with descriptive analysis techniques. The results showed that the average of guidance and counseling teachers understanding about guidance and counseling program was 50 points and the highest was 100 points. This shows that not all guidance and counseling teachers in Junior High School in Gunungkidul have a good understanding of the comprehensive guidance and counseling program.</p><strong><em>Keywords</em></strong><em>: guidance and counseling, comprehensive, understanding</em>

An item analysis on multiple-choice questions: a case of a junior high school English try-out test in Indonesia

LEKSIKA ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 9
Author(s):  
Rohmatul Jannah ◽  
Didin Nuruddin Hidayat ◽  
Nida Husna ◽  
Imam Khasbani
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Item Analysis ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High School English ◽  
Test Items ◽  
Discriminating Power ◽  
Trial Testing

The present study aims to analyze multiple-choice questions obtained from a trial testing conducted in a state junior high school in Indonesia. The study seeks to reveal the level of difficulty, discriminating power and distractor efficiency of the selected test items by employing item analysis. The result of the study discovers that levels of difficulty on the question items are varied. Some question tended to be easy and moderately difficult while the others are difficult to answer. It also uncovers that, in regard to discriminating power, some questions are well constructed while the others are ambiguously worded that can potentially cause the questions to fail to evaluate the students’ ability. The analysis on distractor efficiency presents information how the chosen multiple-choice questions were frequently constructed with less effective distractors that caused more high achieving students to choose wrong answers.

scholarly journals KARAKTERISTIK BUTIR SOAL ULANGAN KENAIKAN KELAS SEBAGAI PERSIAPAN BANK SOAL BAHASA INGGRIS

2013 ◽  
Vol 15 (1) ◽  
pp. 92-114
Author(s):  
Nur Hidayanto Pancoro
Keyword(s):  
High School ◽  
Quantitative Analysis ◽  
Junior High School ◽  
Quantitative Research ◽  
Junior High ◽  
Expert Judgment ◽  
Item Bank ◽  
Test Items ◽  
Item Characteristics ◽  
Test Information Function

Penelitian ini bertujuan untuk mengembangkan rintisan bank soal Bahasa Inggris SMP kelas VIII pada tingkat provinsi dengan memperhatikan (1) karakteristik soal Ulangan Kenaikan Kelas (UKK); (2) karakteristik butir-butir soal; (3) jumlah butir soal yang memenuhi standar. Metode yang digunakan adalah pengembangan dengan pendekatan kuantitatif deskriptif. Sam-pel sebanyak 6554 respon siswa (lembar jawab). Perangkat tes dianalisis kesesuaian indikatornya dengan Standar Kompetensi (SK) dan Kompetensi Dasar (KD) yang telah ditentukan, serta ditelaah secara kualitatif oleh ahli berdasarkan kriteria kons-truksi, bahasa dan materi. Respons siswa dianalisis secara kuantitatif dengan Iteman 3.00, dan Bilog MG 3.0 3 PL untuk mendapatkan informasi tentang tingkat kesulitan, daya beda, pseudoguessing, serta informasi butir. Bank soal yang dihasilkan masuk kategori baik dilihat dari (1) Hasil analisis kualitatif dari 150 butir soal, sebanyak 105 butir soal (70%) dinyatakan baik. (2) Hasil analisis kuantitatif dengan program Iteman 3.00 diperoleh 115 butir soal tergolong baik. (3) Analisis dengan Bilog MG 3 PL 77 butir soal (66,96%) masuk kategori baik.Kata kunci: bank soal, tingkat kesulitan, daya beda, pseudo guessing, expert judgment, informasi butir dan tes______________________________________________________________ THE ITEM CHARACTERISTICS OF THE FINAL SEMESTER TEST AS A PREPARATION FOR ENGLISH ITEM BANKAbstract This research aims at developing a pilot english test item bank of the 2nd grade junior high school based on: (1) the characterisctics of test items for final semester test; (2) the total number of test items for the 2nd grade junior high school in Yogyakarta Special Province. This descriptive quantitative research used 6554 samples of students’ answer sheets in 2009 and also employs expert judgment to review the construct, language, as well as the materials of the questions. Students’ responses were also analyzed by using Iteman 3.00, Bilog MG 3.0 3 PL. The result of qualitative analysis with expert judgment which shows that 105 out of the 150 test items are categorized as “good”, and the other are “bad”. The quantitative analysis with Iteman 3.00 shows that 115 out of the 150 test items are categorized as “good” and the quantitative analysis with Bilog MG 3.00 3 PL shows that 67% test items are categorized as good. Keywords: item bank, level of difficulty, discrimination index, pseudoguessing, expert judgment, item and test information function

scholarly journals PENGEMBANGAN SOAL MATEMATIKA MODEL TIMSS UNTUK MENDUKUNG PEMBELAJARAN MATEMATIKA SMP KELAS VII KURIKULUM 2013

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
M. Andy Rudhito ◽  
D. Arif Budi Prasety
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Cognitive Domain ◽  
Assessment Instruments ◽  
School Students ◽  
Problem Model ◽  
Math Problem

Abstrak: Penelitian ini bertujuan untuk menghasilkan soal matematika model TIMSS yang valid dan praktis untuk siswa SMP berdasarkan Kurikulum 2013. Metode penelitian yang digunakan adalah penelitian pengembangan. Proses pendesainan soal sebagai instrumen penilaian dilakukan dengan prototyping. Prototyping meliputi dua tahap. Prototipe I merupakan hasil desain dan penyusunan soal-soal oleh peneliti sendiri, sedang prototipe II revisi dari prototipe I berdasarkan masukan dari pakar, teman sejawat, dan guru matematika, yang berupa catatan validator dan notulensi diskusi. Hasil penelitian menunjukkan bahwa buku soal yang disusun dengan pengelompokan bab mengikuti ranah materi seperti dalam TIMSS, yakni bilangan, geometri, aljabar, data dan peluang. Buku soal untuk siswa tidak perlu ada tulisan mengenai ranah materi, topik pokok, dan ranah kognitif. Masukan untuk perbaikan dari FGD adalah soal sebaiknya diawali dari yang mudah, sedang, baru yang sulit. Penulisan soal pilihan ganda lebih baik tidak menggunakan kalimat tanya, melainkan dengan membuat pernyataan yang memuat titik-titik, baik di tengah atau di akhir kalimat. Soal sebaiknya tidak memuat pernyataan implikasi. Kata kunci: Pengembangan soal, matematika SMP, TIMSS, Kurikulum 2013DEVELOPING THE TIMSS MATH PROBLEM MODEL TO SUPPORT THE MATHEMATICS LEARNING IN GRADE VII USING THE 2013 CURRICULUM Abstract: This study was aimed to produce a valid and practical TIMMS math problem model for junior high school students using the 2013 curriculum. The study used the research and development design. The design process of the problems as assessment instruments was carried out through prototyping involving two stages. Prototype I was the design product and the problem development done by the researchers themselves, while Prototype II was the revision of Prototype I based on the feedback provided by experts, colleagues, and Mathematics teachers in the form of validators’ notes and the minutes taken from discussions. The findings showed that the book of math problems was written by grouping the chapters following the materials domains as those in TIMSS, that is, numbers, geometry, algebra, data, and probability. For the student book, it was not nsecessary to write the materials domain, the essential topics, and the cognitive domain. The feedback from the FGD was that the problems should be arranged from the easiest ones to the most difficult ones. The multiple choice items should not be written in the form of questions, but in the form of incomplete sentences with the blanks in the middle or the end of the sentences. The items should not ask about implication. Keywords: Development of problems, junior high school mathematics, TIMSS, Curriculum 2013

scholarly journals Examination of the Quality of Multiple-choice Items on Classroom Tests

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
David DiBattista ◽  
Laura Kurzawa
Keyword(s):  
Nous Avons ◽  
Test Scores ◽  
Item Analysis ◽  
Multiple Choice ◽  
Discriminatory Power ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Discrimination Coefficient ◽  
Multiple Choice Items

Because multiple-choice testing is so widespread in higher education, we assessed the quality of items used on classroom tests by carrying out a statistical item analysis. We examined undergraduates’ responses to 1198 multiple-choice items on sixteen classroom tests in various disciplines. The mean item discrimination coefficient was +0.25, with more than 30% of items having unsatisfactory coefficients less than +0.20. Of the 3819 distractors, 45% were flawed either because less than 5% of examinees selected them or because their selection was positively rather than negatively correlated with test scores. In three tests, more than 40% of the items had an unsatisfactory discrimination coefficient, and in six tests, more than half of the distractors were flawed. Discriminatory power suffered dramatically when the selection of one or more distractors was positively correlated with test scores, but it was only minimally affected by the presence of distractors that were selected by less than 5% of examinees. Our findings indicate that there is considerable room for improvement in the quality of many multiple-choice tests. We suggest that instructors consider improving the quality of their multiple-choice tests by conducting an item analysis and by modifying distractors that impair the discriminatory power of items. Étant donné que les examens à choix multiple sont tellement généralisés dans l’enseignement supérieur, nous avons effectué une analyse statistique des items utilisés dans les examens en classe afin d’en évaluer la qualité. Nous avons analysé les réponses des étudiants de premier cycle à 1198 questions à choix multiples dans 16 examens effectués en classe dans diverses disciplines. Le coefficient moyen de discrimination de l’item était +0.25. Plus de 30 % des items avaient des coefficients insatisfaisants inférieurs à + 0.20. Sur les 3819 distracteurs, 45 % étaient imparfaits parce que moins de 5 % des étudiants les ont choisis ou à cause d’une corrélation négative plutôt que positive avec les résultats des examens. Dans trois examens, le coefficient de discrimination de plus de 40 % des items était insatisfaisant et dans six examens, plus de la moitié des distracteurs était imparfaits. Le pouvoir de discrimination était considérablement affecté en cas de corrélation positive entre un distracteur ou plus et les résultatsde l’examen, mais la présence de distracteurs choisis par moins de 5 % des étudiants avait une influence minime sur ce pouvoir. Nos résultats indiquent que les examens à choix multiple peuvent être considérablement améliorés. Nous suggérons que les enseignants procèdent à une analyse des items et modifient les distracteurs qui compromettent le pouvoir de discrimination des items.

Examinees' Control of Item Difficulty Sequence

1978 ◽  
Vol 42 (3_suppl) ◽  
pp. 1109-1110 ◽  
Author(s):  
J. Porter Tuck
Keyword(s):  
Item Difficulty ◽  
Multiple Choice ◽  
Introductory Psychology ◽  
Multiple Choice Tests ◽  
Test Taking ◽  
Choice Tests ◽  
Sequence Effects ◽  
Test Taking Strategies

90 students in introductory psychology responded to a questionnaire designed to assess test-taking strategies on multiple-choice tests. The data suggested that previous studies may not have actually tested item-difficulty sequence effects since item sequence is under examinees' control.

scholarly journals An Analysis of Cogntive and Psychomotor Domains in English Student Textbook of Junior High School

2021 ◽  
Vol 5 (3) ◽  
pp. 502
Author(s):  
Annisa Annisa ◽  
Jismulatif Jismulatif ◽  
Dahnilsyah Dahnilsyah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Cognitive Domain ◽  
School Students ◽  
Basic Competencies ◽  
8Th Grade ◽  
Document Review ◽  
Psychomotor Domain

This research was conducted in the textbook of 8th grade Junior High School 2013 revision of the 2017 curriculum. The researcher conducted a textbook analysis based on Anderson and Krathwohl's (2001) taxonomic theory of the cognitive domain and Simpson's (1972) psychomotor domain taxonomy to focus more on its relevance to the material in the textbook. This research aims to investigate the representation of cognitive and psychomotor domains in English textbook for the 8th years of Junior High School students with the Core and Basic Competencies of the 2013 curriculum. This research used a content analysis method based on Anderson and Krathwohl theory. The instrument used to collect data in this research was through data observation and document review. The findings of this research reveal that the contents of the book are in accordance with the 2013 revised curriculum syllabus 2017. The results of the research on the cognitive domain showed that it was 100% relevant to the contents of the syllabus and 92.3% of the Psychomotor domain was relevant to the contents of the syllabus.

scholarly journals Students’ Perception Towards National Examination 2017: Computer-Based Test or Paper-Based Test

2017 ◽  
Vol 8 (4-1) ◽  
pp. 139-143
Author(s):  
◽  
Waode Ade Sarasmita Uke ◽  
Keyword(s):  
High School ◽  
Language Learning ◽  
Technological Development ◽  
Multiple Choice ◽  
Learning And Teaching ◽  
Negative Side ◽  
Multiple Choice Tests ◽  
National Examination ◽  
Choice Tests ◽  
Computer Based

Abstract Today, technological development has given a new lease of life in language learning and teaching field. Particularly in terms of evaluation, some schools in Indonesia conduct national examination using computer-based test. Traditionally, testing in a class involves paper-based test which is familiar to students. A substantial number of studies have been conducted to compare both of the tests. The researcher investigated what activities were performed by the students throughout the tests, what kind of multiple choice tests the students prefer to do, and what the positive and negative side of those tests. This study presents a wonder share quiz creator (WSQC) program to facilitate the teachers to design a test. The data was collected by questionnaire, interview, observation, and quiz. In this study, the authors concluded that students in senior high school of Kendari prefer paper-based test for national examination.

scholarly journals Pengembangan Multimedia IPA Berbasis Flash untuk Meningkatkan Literasi Sains Siswa SMP

2016 ◽  
Vol 4 (1) ◽  
pp. 34
Author(s):  
Adhiesta Kurnia Fikri Rosandi ◽  
Tjandrakirana Tjandrakirana ◽  
Imam Supardi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Scientific Literacy ◽  
Procedural Knowledge ◽  
Junior High ◽  
Junior High School Students ◽  
Student Response ◽  
Cognitive Domain ◽  
School Students

This research aims to develop Flash-based IPA multimedia that is valid, practical, and effective to train students' scientific literacy on the subject of Excretion Systems in humans. The target of the study was multimedia science that was tested on 35 grade VIII junior high school students with the design of One-Group Pretest-Posttest Design. Quantitative-qualitative data analysis with results: (a) valid multimedia validation (3.5); (b) the implementation of learning is very good (3.7); (c) student activities reach 97.9%; positive student response (97%); (d) students' scientific literacy abilities increase from level 1b (students demonstrate little facts in content, procedural and epistemic knowledge, evaluate and design questions and interpret data in a few situations) to level 3 (students can use content, procedural, and epistemic knowledge to explain, evaluate and design scientific questions and interpret data in several life situations) to level 6 (students can use content, procedural knowledge, and design questions and interpret data in complex situations to reach the highest level in the cognitive domain). The conclusion of this study, that Flash-based science multimedia is feasible to train science literacy of junior high school students.

scholarly journals Pengaruh Model Pembelajaran Cooperative Learning Tipe CORE (Connect, Organize, Reflect, Extend) Terhadap Kemampuan Berpikir Kritis Peserta Didik pada Mata Pelajaran PPKn di SMP Negeri 6 Mataram

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Desi Jayanti ◽  
Ismail Ismail ◽  
Rispawati Rispawati
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Multiple Choice ◽  
Control Group ◽  
Control Group Design ◽  
Group Design

Tujuan  penelitian  ini  adalah  untuk  mengetahui  ada  tidaknya  pengaruh  model pembelajaran  Cooperative  Learning  Tipe CORE  (Connect,  Organize,  Reflect,  Extend) terhadap kemampuan berpikir kritis peserta didik pada mata pelajaran PPKn di SMP Negeri  6  Mataram.  Penelitian  ini  merupakan  penelitian  Quasi Eksperimen dengan nonequivalen control group design. Instrumen yang digunakan dalam penelitian ini adalah test bentuk pilihan ganda sebanyak 30 item untuk mengukur kemampuan berpikir  kritis peserta  didik. Data hasil kemampuan berpikir krtis peserta didik diambil  menggunakan   test  pilihan  ganda  yang  sudah  memenuhi  persyaratan instrumen penelitian. Hasil penelitian menunjukkan bahw a  (3,306) > (1,960)  pada taraf signifikan 5%, artinya hasil penelitian menunjukkan bahw a ada pengaruh model pembelajaran cooperative learning Tipe CORE (connect, organize, reflect,  extend)  terhadap  kemampuan  berpikir  kritis peserta  didik  pada  mata  pelajaran PPKn di SMP Negeri 6 Mataram. AbstractThe aim of this study is to know  the impact of Cooperative Learning  Strategy CORE type (Connect, Organize, Reflect, and Extend) tow ard the students’ critical thinking  on the Civics subject  in Junior High School; SMPN 6 Mataram. This research is a Quasi Experiment w ith non-equivalent control group design. In this research,  the  instrument  that used  is multiple  choice  tests consist  of  30 items aimed  to  measure  the students’  critical thinking.  The data  as the result of  the students’  critical thinking  w as gathered  from  multiple  choice  items tests w hich have fulfilled  the research instrument.  The result of the study show s that tcou nt (3,306)  > ttable   (1,960)  on the 5% level of  significant,  means that Cooperative Learning  Strategy  CORE  type  (Connect,  Organize,  Reflect,  and  Extend)  has impact tow ard the students’ critical thinking on the Civics subject in Junior High School; SMPN 6 Mataram.Keywords: Cooperative Learning CORE Type (Connect, Organize, Reflect, andExtend), Critical Thinking

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