Abstract
This study aims to: 1) analyze the quality of the final examination test instrument for the Grade 10 History subject in the 2013 curriculum used in Yogyakarta; and 2) determine the number of items in the final examination for the Grade 10 History subject in the high school level that use the 2013 curriculum in Yogyakarta that can be recommended for the procurement of test item bank. This research is an explorative descriptive study that uses a quantitative descriptive approach to determine the quality of the test instrument of the History subject final examination based on the 2013 curriculum. Analysis of the data in this study was carried out through two theories with three stages, namely theoretical analysis, which is item analysis by a team of experts (expert judgment), and empirical analysis, which consists of two stages, i.e. classical test theory with the Iteman computer software, and item response theory using the of the BilogMG/Winsteps programs (for essay questions). The results of the qualitative analysis of the final examination test instrument found that 44 items (88%) were declared Good, and six items (12%) were declared Poor based on the aspects of material, construction, and language. The quantitative analysis found that 32 items (64%) were classified as Good, and 18 items (36%) were classified as Poor. The results of the overall analysis of the test instrument found that there were 32 items that can be recommended for the procurement of test item bank for the History subject.
Highlights
Every Indonesian citizen regardless of social status, race, ethnicity, religion, and gender, has the right to obtain quality education in accordance with their interests and talents
The test instruments used in the final exam for the odd semester of the 2016/2017 academic year was obtained by collecting the archives from the department of education and high schools implementing the 2013 curriculum, 2) collecting the students’ final exam answer sheets, 3) test item validation done by several assessors or raters to measure the coefficient of content, using the Aiken's formula, 4) test item qualitative analysis through expert judgment by practitioners such as high school History subject teachers and instrument experts, 5) conducting quantitative analysis using a classical and response test theories, and 6) selecting good quality questions analyzed to be developed into a question bank
The characteristics of the Final Exam test instrument in History subject are identified in two ways by using three computer programs, namely the Iteman 3.00 to analyze the classical test theory, Bilog MG to determine the characteristics of test instruments by using an item response theory, for the type of essay questions in data, using a Winsteps computer program with the Rasch Model approach
Summary
Every Indonesian citizen regardless of social status, race, ethnicity, religion, and gender, has the right to obtain quality education in accordance with their interests and talents. The existence of quality education is a prerequisite for the existence of quality Human Resources, namely intellectual citizens who are superior, competent in mastering Science and Technology, and productive in work. They should have a good moral by applying noble character in daily life, a high commitment to various social roles, and competitiveness with other nations in the global era. The ideals of building the character of a complete Indonesian human can be carried out properly in accordance with the objectives of the national education
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