Abstract
Based on the results of interviews with two biology teachers at SMAN 5 Solok Selatan on Virus material from daily tests of class X students in semester 1 of the 2017/2018 academic year are still below the Minimum Mastery Criteria (KKM) set by schools is 75. The low learning outcomes of students are wrong one is caused by the evaluation tools used which may be too difficult. This study aims to provide information about the validity, reliability, difficulty index, distinguishing features of the test questions on the material of class X Virus SMAN 5 Solok Selatan in the academic year 2018/2019. This type of research is descriptive research. Based on the results of the analysis of the validity of the questions on daily test questions on the material of class X virus SMAN Negeri 5 South Solok, the average validity of questions is 0.96 including high validity criteria, reliability analysis results of daily test questions that are 1.00 which includes very high reliability criteria, index analysis the difficulty of 46 questions is that 38 questions (82.60%) are sufficient, and 8 questions (17.39%) are too easy, so the daily test questions are of moderate criteria. Distinguishing power analysis obtained enough criteria as many as 33 questions (71.73%), good criteria 7 questions (15.21%), bad criteria 5 questions (10.86%), very bad criteria of 1 question (2.17%) . The conclusion of this study is a matter of daily tests on the material of Class X Virus SMAN 5 Solok Selatan in the 2018/2019 academic year in terms of validity, reliability, difficulty index and distinguishing features have met the criteria of good questions.
Highlights
The virus is one of the most difficult topics for grade X students at SMAN 5 Solok Selatan
(3) Daya pembeda, kemampuan dari tes tersebut dalam memisahkan antara subjek yang pandai dengan subjek yang kurang pandai
Menurut Tinambunan dalam (Rahmasari & Imiyati, 2016) dalam kegiatan analisis butir soal diperlukan tiga hal penting, yaitu: ...Usually concentrates three vital features: level of difficulty, discriminating power and the effectiveness of each alternatives, item analysis information can tell us if an item was too difficult or too easy, how well it discrminated between high and low scores on the test, and whether all the alternatives functioned as intended
Summary
Penelitian ini bersifat deskriptif, dimana penelitian mendeskripsikandanmenginterpretasikan data sebagimana adanya. Penelitian ini telah dilaksanakan pada bulan Oktober 2018 di SMAN 5 Solok Selatan. Populasidari penelitian ini adalah siswa kelas X SMAN 5 Solok Selatan yang terdiri atas 1 kelas. Jawaban, soal, kunci jawaban yang akan dianalisis; (2) Mengolah data dan menganalisis data mengenai validitas, reliabilitas, tingkat kesukaran dan daya pembeda soal. Menurut Sudjana (2009: 22) Aspek kognitif Taxonomy Bloom pada jenjang sekolah menengah atas terdiri dari C1 sampai dengan C5 yaitu; C1 (ingatan); C2 (pemahaman); C3 (penerapan); C4 (analisis); dan C5 (sintesis). Semua aspek ini sangat penting untuk diperhatikan karena aspek kognitif dapat digunakan oleh guru pada saat mengukur sejauh mana pendalaman peserta didik terhadap bahan pembelajaran yang telah diberikan
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