Abstract
The assessment process did not end by only making questions. They will arrive at the analysis of the questions quality. Item analysis is performed to determine the quality of the questions items arranged. Good quality items will greatly affect the results of the assessment and properly capturing the results of learning. The purpose of this study is to analyze the Social Sciences question items for fifth grade of elementary school using the classic ITEMAN focusing on the characteristics of the level of difficulty, the discrimation power, and the functioning of distractor of items. This research is a descriptive study with quantitative research. Subjects were 370 elementary school students in Serang City. The instrument analuzed was made in the form of 20 items of multiple choices with four answer option. The instrument was validated by the content expert and estimated the reliability by using the KR-20 method by reliability index of 0.75 obtained. The data analysis technique used ITEMAN software to see the characteristics of items that contain the level of difficulty, discrimination power and disctractor’ function. The results showed that 80% of the difficulty level were in the medium category, 90% of the dircrimination power items were in the good category, and 90% of the distractors had well-fuctioned. This result indicated that the question created by teacher for fifth grade of elementary school in Serang City concluded as good category.
Highlights
The assessment process did not end by only making questions
Hasil analisis butir soal IPS Kelas V SD menunjukkan bahwa hampir semua (90%) pengecoh dapat menjalankan fungsinya dengan baik yakni dipilih minimal 5% dari peserta tes
Pengukuran Penilaian dan Evaluasi Pendidikan Edisi 2
Summary
Berdasarkan hasil pada Tabel 1 diketahui rerata soal masuk kategori sedang (80%), terdapat dua butir yang masuk kategori mudah (10%) dan dua butir masuk kategori sulit (10%). Hal ini dapat diartikan bahwa sebagian besar soal diterima, sedangkan empat butir yang masuk kategori mudah dan sulit perlu untuk direvisi. Hal ini senada dengan penyataan Amalia & Widayati (2012) dalam hasil penelitiannya bahwa soal yang baik adalah soal yang masuk kategori tingkat kesulitan sedang, yakni tidak terlalu mudah atau tidak terlalu sulit. Hal yang baik adalah tidak terdapat soal yang masuk kategori sangat sulit ataupun sangat mudah, sehingga tidak terdapat butir soal yang ditolak
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