eprintid: 66403
rev_number: 31
eprint_status: archive
userid: 1290
dir: disk0/00/06/64/03
datestamp: 2019-10-28 07:22:26
lastmod: 2021-10-26 07:29:56
status_changed: 2019-10-28 07:22:26
type: thesis
metadata_visibility: show
creators_name: Purnamasari, Untung Desy
creators_name: Salirawati, Das
title: Kualitas Soal Ujian Akhir Semester Mata Pelajaran Kimia SMA di Kota Ambon.
ispublished: pub
subjects: D0
divisions: pps_lit_evazdik
full_text_status: restricted
keywords: penilaian ahli, teori tes klasik, teori respon butir
abstract: Penelitian ini bertujuan untuk mendeskripsikan kualitas butir soal ujian akhir semester gasal mata pelajaran kimia kelas X SMA di Kota Ambon tahun pelajaran 2018/2019 berdasarkan: (a) hasil analisis berdasarkan penilaian ahli, (b) hasil analisis butir soal dengan pendekatan teori tes klasik, dan (c) hasil analisis butir soal dengan pendekatan teori respon butir.
Penelitian ini merupakan penelitian deskriptif kuantitatif. Subjek penelitian ini adalah peserta didik kelas X SMA yang mengikuti ujian akhir semester gasal mata pelajaran kimia tahun pelajaran 2018/2019 di Kota Ambon. Objek penelitian ini berupa perangkat soal dan seluruh lembar jawaban ujian akhir semester gasal mata pelajaran kimia peserta didik yang diperoleh dari empat SMA di Kota Ambon. Teknik pengumpulan data dalam penelitian ini menggunakan teknik dokumentasi. Hasil telaah ahli dianalisis berdasarkan kriteria telaah butir soal, sedangkan validitas butir dianalisis menggunakan formula Aiken. Analisis data dengan pendekatan teori tes klasik menggunakan program R dan teori respon butir menggunakan program Winsteps.
Hasil penelitian menunjukkan bahwa butir soal yang baik berdasarkan aspek materi pada SMA N 3 Ambon sebesar 79%, SMA N 9 Ambon sebesar 74%, SMA PGRI 1 Ambon sebesar 70%, dan SMA Xaverius Ambon 100%. Kemudian, butir soal yang baik berdasarkan aspek konstruksi pada SMA N 3 Ambon sebesar 85%, SMA N 9 Ambon sebesar 86%, SMA PGRI 1 Ambon sebesar 91%, dan SMA Xaverius Ambon 96%. Selanjutnya, butir soal yang baik berdasarkan aspek bahasa pada SMA N 3 Ambon sebesar 79%, SMA N 9 Ambon sebesar 79%, SMA PGRI 1 Ambon sebesar 81%, dan SMA Xaverius Ambon 93%. Selain itu, tidak ada satupun soal yang valid pada soal ujian akhir semester gasal mata pelajaran kimia dari empat sekolah. Butir soal yang berkategori baik pada soal ujian akhir semester gasal mata pelajaran kimia di: (1) SMAN 3 Ambon memiliki 9 butir berdasarkan teori tes klasik dan 17 butir berdasarkan teori respon butir. (2) SMAN 9 Ambon memiliki 2 butir berdasarkan teori tes klasik dan 5 butir berdasarkan teori respon butir. (3) SMA PGRI 1 Ambon memiliki 1 butir berdasarkan teori tes klasik dan tidak ada satupun butir berdasarkan teori respon butir. (4) SMA Xaverius Ambon memiliki 7 butir berdasarkan teori tes klasik dan 12 butir berdasarkan teori respon butir. Berdasarkan teori tes klasik maupun teori respon butir menunjukkan reliabilitas tes dari dua SMA Negeri tidak reliabel, sedangkan soal dari dua SMA Swasta reliabel.
date: 2019-07-31
date_type: published
institution: Program Pascasarjana
department: Penelitian dan Evaluasi Pendidikan
thesis_type: tesis
referencetext: Aiken, L. R. (1980). Content Validity and Reliability of Single Items or Questionnaires. Educational and Psychological Measurement, 40(4), 955– 959. https://doi.org/10.1177/001316448004000419.
Aiken, L. R. (1985). Three Coefficients for Analysing the Reliability and Validity of Rating. Educational and Psychology Measurement, 45(1), 131–142. https://doi.org/10.2753/MIS0742-1222310104.
Allen, M. J., & Yen, W. M. (2001). Introduction to measurement theory. USA: Waveland Press, Inc.
Anderson, L. W. (2003). Classroom assessment: Enhancing the quality of teacher decision making. New Jersey: Lawrence Erlbaum Associates, Inc.
Arikunto, S. (2012). Dasar-Dasar Evaluasi Pendidikan. Edisi 2. Jakarta: Bumi Aksara.
Azwar, S. (2012). Reliabilitas dan Validitas. Yogyakarta: Pustaka Pelajar.
Bers, T. H. (2008). The role of institutional assessment in assessing student learning outcomes. New Directions for Higher Education, (141), 31–39. https://doi.org/10.1002/he.
Blerkom, M. L. V. (2009). Measurement and statistics for teacher. New York: Routledge Taylor & Francis.
Bhakta, B., Tennant, A., Horton, M., Lawton, G., & Andrich, D. (2005). Using item response theory to explore the psychometric properties of extended matching questions examination in undergraduate medical education. Medical Education, 5(9), 1–13. https://doi.org/10.1186/1472-6920-5-9.
Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model: Fundamental Measurement in the Human Sciences (3rd ed.). New York: Routledge.
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch Analysis in the Human Sciences. New York: Springer.
Campbell, C., & Levin, B. (2009). Using data to support educational improvement. Educational Assessment Evaluation, 21, 47-65.
Carroll, T., & Moody, L. (2006). Teacher-made tests. Science Scope, 66–67. Chang, R. (2010). Chemistry (Tenth Edit). New York: Mc-Graw Hill Companies,
Inc.
Charismana, D. S., & Aman, A. (2016). Analisis Kualitas Tes Ujian Akhir Semester PPKN SMP di Kabupaten Kudus. Jurnal Evaluasi Pendidikan, 4(1), 1–9.
74
Cohen & Swerdlik. (2009). Psychological testing and assessment. New York: McGraw-Hill.
Crocker, L., & Algina, J. (2008). Introduction to classical and modern test theory. Ohio, USA: Cengage Learning.
Dada, E., & Ohia, I. (2014). Teacher-made language test planning, construction, administration and scoring in secondary schools in ekiti state. Journal of Education and Practice, 5(18), 71–76.
De Champlain, A. F. (2010). A primer on classical test theory and item response theory for assessments in medical education. Medical Education, 44, 109– 117. https://doi.org/10.1111/j.1365-2923.2009.03425.x.
DeVellis, R. F. (2006). Classical test theory. Medical Care, 44(11), S50–S59.
Drost, E. A. (2004). Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105–125. https://doi.org/10.4236/ ojbm.2014.23030.
Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). New Delhi: Prentice Hall of India.
Edelen, M. O., & Reeve, B. B. (2007). Applying item response theory (IRT) modeling to questionnaire development, evaluation, and refinement. Quality of Life Research, 16(1), 5–18. https://doi.org/10.1007/s11136-007-9198-0
Farida, I. (2017). Evaluasi pembelajaran berdasarkan kurikulum nasional. Bandung: Rosdakarya.
Gardner, J. (2012). Assessment and learning.(2XYed.).Los Angeles: Sage Publications Ltd.
Gronlund, N. E. (1998). Assessment of student achievement. New York: ERIC. Gronlund, N., & Linn, R. (1985). Measurement and evaluation in teaching. New
York: Macmillan.
Grounlund, N. E., & Linn, R. L. (1990). Measurement and evaluation in teaching.
(6XYed.). New York: Collier Macmillan Publishers.
Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentio assessment. Educational Technology Research and Development, 52(3), 67–86. https://doi.org/10.1007/BF02504676.
Hambleton, R. K. (2018). Emergence of item response modeling in instrument development and data analysis. Medical Care, 38(9), II60-II65.
Hambleton, R. K., & Swaminathan, H. (1985). Item response theory: Principles and applications. New York: Kluwer Nijhoff Publishing. https://doi.org/10.1007/978-94-017-1988-9.
75

Hambleton, R. K., Swaminathan, H., & Rogers, H. J. (1991). Fundamentals of item response theory. USA: SAGE Publications, Inc.
Harslett, M., Harrison, B., Godfrey, J., Partington, G., & Richer, K. (2000). Teacher perceptions of the characteristics of effective teachers of aboriginal middle school students. Australian Journal of Teacher Education, 25(2), 1– 9. https://doi.org/10.14221/ajte.2000v25n2.4.
Heritage, M. (2010). Formative assessment. Making it happen in the classroom. Thousand Oaks: A Sage Company.
Ing, L. M., Musah, M. B., Al-Hudawi, S. H., Tahir, L. M., & Kamil, N. M. (2015). V alidity of teacher-made assessment : A table of specification
approach. Asian Social https://doi.org/10.5539/ass.v11n5p193.
Science, 11(5), 193–200.
Jabbarifar, T. (2009). The importance of classroom assessment and evaluation in educational system. Proceedings of the 2nd International Conference of Teaching and Learning, 1–9.
Kartowagiran, B. (2012). Penulisan butir soal. Makalah disampaikan pada Pelatihan penulisan dan analisis butir soal bagi Sumber daya PNS Dik- Rekinpeg, di Hotel Kawanua Aerotel, Jakarta (Vol. 10).
Kemendikbud. (2006). Standar isi untuk satuan pendidikan dan menengah: Standar kompetensi dan kompetensi dasar SMA/MA. Jakarta: BSNP.
Kubiszyn, T., & Borich, G. D. (2013). Educational testing and measurement: Classroom application and practice (10th ed.). USA: Wiley.
Kusumawati, M., & Hadi, S. (2018). An analysis of multiple choice questions (MCQs): Item and test statistics from mathematics assessments in senior high school. REiD (Research and Evaluation in Education), 4(1), 70–78.
Liang, T., Wells, C. S., & Hambleton, R. K. (2014). An assessment of the nonparametric approach for evaluating the fit of item response models. Journal of Educational Measurement, 51(1), 1–17. https://doi.org/10.1111/jedm.12031.
MacDonald, P., & Paunonen, S. V. (2002). A monte carlo comparison of item and person statistics based on item response theory versus classical test theory. Educational and Psychology Measurement, 62(6), 921–943. https://doi.org/10.1177/0013164402238082.
Mardapi, D. (2012). Pengukuran penilaian dan evaluasi pendidikan. Yogyakarta: Nuha Medika.
McAlpine, M. (2002). A summary of methods of item analysis. UK: Computer Assisted Assessment Centre.
Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in education and psychology (4th ed.). USA: Holt, Rinehart and Winston.
76

Miller, P. W. (2008). Measurement and teaching. Muster: Partric W. Miller & Association.
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in teaching. (L. Reinkober, Ed.) (10th ed.). USA: Kevin M. Davis.
Millman, J., & Greene, J. (1993). The spesification and development of tests of achievement and ability. Phoenix: American Council on Education: Series on Higher Education Oryx Press.
Mukherjee, P., & Lahiri, S. K. (2015). Analysis of Multiple Choice Questions ( MCQs ): Item and Test Statistics from an assessment in a medical college of Kolkata , West Bengal. IOSR J Dent Med Sci, 14(12), 47–52. https://doi.org/10.9790/0853-141264752.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill, Inc.
Pada, A, U., Kartowagiran, B., & Subali, B. (2016). A Separation Index and Fit Items of Creative Thinking Skills Assessment. Research and Evaluation in Education, 2(1), 1–12.
Petrucci, R. H. (1985). Kimia Dasar Prinsip dan Terapan Modern Edisi Keempat Jilid 2. Jakarta.
Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. USA: Association for Supervision and Curriculum Development.
Puspendik. (2006). Panduan Penyusunan Instrumen Tes. Jakarta: Kemendikbud.
Raymond, J. E., Homer, C. S. E., Smith, R., & Gray, J. E. (2012). Learning through authentic assessment : An evaluation of a new development in the undergraduate midwifery curriculum. Nurse Education in Practice, 1–6. https://doi.org/10.1016/j.nepr.2012.10.006.
Ravid, R. (2011). Practical statistic for educator,(4XY ed.). New York: Rowman & littlefield Publisher.Inc.
Retnawati, H. (2016). Validitas reliabilitas dan karakteristik butir. Yogyakarta: Parama Publishing.
Reynolds, C. R., Livingston, R. B., & Willson, V. (2009). Measurement and assessment in education (2nd ed.). New Jersey: Pearson Education.
Russell, M. K., & Airasan, P. W. (2012). Classroom assessment: concepts and applications (Seventh Ed). New York: McGraw-Hill.
Sastrohamidjojo, H. Kimia Dasar (2018). Yogyakarta: UGM Press.
77

Stiggins, R. J., & Chappuis, J. (2012). An introduction to student-involved assessment for learning (6th ed.). Boston: Pearson assessment training institute.
Swanson, D. B., Holtzman, K. Z., Allbee, K., & Clauser, B. E. (2006). Psychometric characteristics and response times for content-parallel extended-matching and one-best-answer items in relation to number of options. Academic Medicine, 81(10), 52–55. https://doi.org/10.1097/ 01.ACM.0000236518.87708.9d.
Syukri, S. (2017). Kimia dasar 1. Bandung: ITB.
Tshabalala, T., Mapolisa, T., Gazimbe, P., & Ncube, A. C. (2016). Establishing the effectiveness of teacher-made tests in nkayi district primary schools thembinkosi. Nova Journal of Humanities and Social Sciences, 4(1), 1–6.
Urbina, S. (2004). Essential of educational testing.Hoboken: Jhon Wiley.
Wahyuni, A., & Kartowagiran, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian dan Evaluasi Pendidikan, 22(2), 209–218.
Wiliam, D. (2009). Formatif assessment getting the focus right.Educational Assessment, 11, 283-289.
Worthen, B. R., & Sanders, J. R. (1973). Educational evaluation: Theory and practice. CA Jones Pub. Co.
Wright, R. J. (2008) Eduacational assessment. Thousand Oaks: Sage Publications. Wright, B. D., & Stone, M. H. (1999). Measurement essentials (2nd ed.).
Wilmington: Wide Range, Inc.
Xu, Y., & Liu, Y. (2009). Teacher assessment knowledge and practice : A narrative inquiry of a chinese college EFL teacher ’s. TESOL Quarterly, 43(3), 493–513. https://doi.org/10.1002/j.1545-7249.2009.tb00246.x.
citation:   Purnamasari, Untung Desy and Salirawati, Das  (2019) Kualitas Soal Ujian Akhir Semester Mata Pelajaran Kimia SMA di Kota Ambon.  S2 thesis, Program Pascasarjana.   
document_url: http://eprints.uny.ac.id/66403/3/COVER.pdf
document_url: http://eprints.uny.ac.id/66403/2/BAB%20I.pdf
document_url: http://eprints.uny.ac.id/66403/4/BAB%20II.pdf
document_url: http://eprints.uny.ac.id/66403/1/BAB%20III.pdf
document_url: http://eprints.uny.ac.id/66403/1/BAB%20IV.pdf
document_url: http://eprints.uny.ac.id/66403/3/BAB%20V.pdf
document_url: http://eprints.uny.ac.id/66403/6/DAFTAR%20PUSTAKA.pdf
document_url: http://eprints.uny.ac.id/66403/5/LAMPIRAN%20.pdf