Analysis of Multiple Choice Assessment Instruments for Grade X Students in Terms of Validity, Reliability, Difficulty Level, Distinction Power, and Distractor Effectiveness
DOI:
https://doi.org/10.31571/ijcmasted.v1i1.1154Keywords:
Validity, Reliability, Difficulty Level, Discriminating Power, Distraction AnalysisAbstract
Item analysis is one of the important steps to ensure the quality of learning evaluation instruments in measuring student learning outcomes. This study aims to analyze the quality of assessment instruments in the form of multiple-choice questions on the material of scarcity for grade X students in terms of validity, reliability, level of difficulty, discriminating power, and distractor effectiveness. The study uses a quantitative approach with a descriptive method. The instrument analyzed consists of 30 multiple-choice questions that have been tested on grade X students. Data analysis was carried out through validity tests, reliability using Cronbach's Alpha, level of difficulty, discriminating power, and distractor effectiveness. The results of the study showed that of the 30 items analyzed, 25 items (83.33%) were declared valid and 5 items (16.67%) were declared invalid. The reliability test results obtained a Cronbach's Alpha value of 0.972 which is included in the very high category. Analysis of the level of difficulty showed that 24 items (96%) were in the medium category and 1 item (4%) was in the easy category. The discriminating power analysis showed that 13 items (52%) were in the very good category and 12 items (48%) were in the good category. Meanwhile, the distractor effectiveness analysis showed that 11 items (36.67%) had all functioning distractors, while 19 items (63.33%) still had one or more non-functioning distractors. In general, the developed instrument has met the criteria for good instrument quality and is suitable for use as a learning evaluation tool, although some items and distractors still require revision to improve the quality of measurement.
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