Characteristics of National Standardized School Examination Test Items on Biology Subject in High School

Murti Ambarwati Hidayah; Heri Retnawati; Eri Yusron

doi:10.23887/jere.v6i3.42656

Authors

Murti Ambarwati Hidayah Yogyakarta State University, Yogyakarta, Indonesia
Heri Retnawati Yogyakarta State University, Yogyakarta, Indonesia
Eri Yusron Indonesia University of Education, Bandung, Indonesia

DOI:

https://doi.org/10.23887/jere.v6i3.42656

Keywords:

Item characteristic, Difficulty index, Discrimination index, Biology

Abstract

A good test instrument is required to measure students’ academic abilities. For final-year students, this ability is measured by USBN tests. This study aimed to analyses the characteristics of biology test items in the National Standardized School Examination (USBN) and analyses item tests categorized as difficult and poor. Type of study was descriptive exploratory with quantitative and qualitative approaches. Quantitative data analysis was performed using the classical test and item response theories with 1 logistic parameter model. Qualitative data analysis described why such question items are categorized as difficult and poor according to the classical test theory. The data were collected by using documentation of the answers of 193 students. The study results show that, according the classical test theory, Biology USBN item tests had the average difficulty index of 0.525 (moderate category) and the average of discrimination index obtained is equal to 0.124 (good category). Based on the item response theory, the mean difficulty index was -0.00029 (moderate category). The reliability test estimation result was 0.51, categorized as moderate. The qualitative analysis result showed that items categorized as difficult are the food web in the ecosystem, nervous system, and human excretion system.

References

Aldyza, N., Afkar, & Andani, D. (2018). Analisis Tingkat Kesukaran Butir Soal Ujian Nasional (UN) IPA SMP Tahun Ajaran 2014 / 2015 di Kabupaten Aceh Tenggara. Pendidikan Almuslim, VI(1), 2014–2016. http://jfkip.umuslim.ac.id/index.php/jupa/article/view/330.

Almaleki, D. (2021). Examinee Characteristics and their Impact on the Psychometric Properties of a Multiple Choice Test According to the Item Response Theory ( IRT ). Engineering, Technology & Applied Science Research, 11(2), 6889–6901. https://doi.org/10.48084/etasr.4056.

Almroth, B. C. (2015). The Importance of Laboratory Exercises in Biology Teaching; Case Study in An Ecotoxicology Course. Pedagogical Development and Interactive Learning, september, 1–11. https://pil.gu.se/digitalAssets/1550/1550056_carney-almroth-laboratory-studies-in-teaching.pdf.

Anderson, L. W., Krathwohl Peter W Airasian, D. R., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing. A Revision of Bloom’s Taxonomy of Educational Objectives (Abridged E). Ney York: Longman.

Anggani, A., Paidi, P., & Triharjana, T. (2016). Identifikasi Kesulitan Belajar Struktur Fungsi Jaringan Hewan pada Siswa Kelas XI SMA Negeri 1 Muntilan. Jurnal Pendidikan Biologi, 5(4), 39–50. https://journal.student.uny.ac.id/index.php/jeb/article/view/4537.

Argianti, A., & Retnawati, H. (2020). Characteristics of Math National-Standardized School Exam Test Items in Junior High School: What Must be Considered? Jurnal Penelitian Dan Evaluasi Pendidikan, 24(2), 156–165. https://doi.org/10.21831/pep.v24i2.32547.

Arikunto, & Suharsimi. (2009). Dasar-dasar evaluasi pendidikan. PT Bumi Aksara.

Ashraf, Z. A. . K. J. (2020). Classical and Modern Methods in Item Analysis of Test Tools. International Journal of Research and Review, 7(5), 5. https://doi.org/10.52403/ijrr.

Asmat, A., & Naz, F. (2020). Validation and Analysis of An Achievement Test in the Subject of Biology at the Secondary Level. Journal of Science Education, 2(2), 73–90. http://journal.aiou.edu.pk/journal1/index.php/jse/article/view/1152.

Basuki, I., & Hariyanto. (2014). Asesmen Pembelajaran. PT Remaja Rosdakarya.

Budianingsih, R., Utama, I. D. G. B., & Sutama, I. M. (2017). Validitas dan Reliabilitas Soal UN Bahasa Indonesia Tahun 2016 untuk Jurusan IPS. Journal Jurusan Pendidikan Bahasa Dan Sastra Indonesia, Undhiksa, 7(2), 1–10. https://doi.org/10.23887/jjpbs.v7i2.11612.

Çimer, A. (2012). What Makes Biology Learning Difficult and Effective: Students’ Views. Educational Research and Reviews, 7(3), 61–71. https://doi.org/10.5897/ERR11.205.

Elvira, M., & Hadi, S. (2016). Karakteristik Butir Soal Ujian Semester dan Kemampuan Siswa SMA di Kabupaten Muaro Jambi. Jurnal Evaluasi Pendidikan, 4(1), 58–68. https://journal.student.uny.ac.id/index.php/jep/article/view/2172.

Erguven, M. (2013). Two Approaches to Psychometric Process : Classical Test Theory and Item Response Theory. Journal of Education, 2(2), 23–30. https://jebs.ibsu.edu.ge/jms/index.php/je/article/view/84.

Etobro, A. B., & Fabinu, O. E. (2017). Students’ Perceptions of Difficult Concepts in Biology in Senior Secondary Schools in Lagos State. Global Journal of Educational Research, 16(2), 139. https://doi.org/10.4314/gjedr.v16i2.8.

Fauzi, A., & Mitalistiani, M. (2018). High School Biology Topics that Perceived Difficult by Undergraduate Students. DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi, 2(2), 73. https://doi.org/10.32502/dikbio.v2i2.1242.

Herkusumo, A. P. (2011). Penyetaraan (Equating) Ujian Akhir Sekolah Berstandar Nasional (UASBN) dengan Teori Tes Klasik. Jurnal Pendidikan Dan Kebudayaan, 17(4), 455. https://doi.org/10.24832/jpnk.v17i4.41.

Hu, Z., Lin, L., Wang, Y., & Li, J. (2021). The Integration of Classical Testing Theory and Item Response Theory. Psychology, 12, 1397–1409. https://doi.org/10.4236/psych.2021.129088.

Hussin, W. N. T. W., Harun, J., & Shukor, N. A. (2018). Problem Based Learning to Enhance Students Critical Thinking Skill via Online Tools. Asian Social Science, 15(1), 14. https://doi.org/10.5539/ass.v15n1p14.

Iswari, R., Mulyani, S., Saptono, S., Peniati, E., & Purwantoyo, E. (2010). Upaya Meningkatkan Kemampuan Guru SMA Mengajar Biologi dengan Metode Pembelajaran Aktif, Kreatif, Inovatif, Dan Menyenangkan di MGMP Biologi Kabupaten Demak. Jurnal Abdimas, 14(1), 25504. https://doi.org/10.15294/abdimas.v14i1.22.

Jailani, J., & Almukarramah, A. (2020). Upaya Peningkatan Kualitas Pembelajaran Biologi melalui Pembelajaran Bermakna dengan Menggunakan Peta Konsep. Jurnal Biology Education, 8(2), 122–130. https://doi.org/10.32672/jbe.v8i2.2371.

Jannah, R., Hidayat, D. N., Husna, N., & Khasbani, I. (2021). An Item Analysis on Multiple-Choice Questions : A Case of a Junior High School English Try-Out Test in Indonesia. Leksika, 15(116), 9–17. https://doi.org/10.30595/lks.v15i1.8768.

Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science & Technological Education, 35(2), 238–260. https://doi.org/10.1080/02635143.2017.1310094.

Karagöz, M., & Çakir, M. (2011). Problem Solving in Genetics: Conceptual and Procedural Difficulties. Educational Sciences: Theory & Practice, 11(3), 1668–1674. https://eric.ed.gov/?id=EJ936343.

Karim, S., Sudiro, S., & Sakinah, S. (2021). Utilizing Test Ttems Analysis to Examine the Level of Difficulty and Discriminating Power in A Teacher-Made Test. Edulite, 6(2), 256–269. https://doi.org/10.30659/e.6.2.256-269.

Kartowagiran, B., Munadi, S., Retnawati, H., & Apino, E. (2018). The Equating of Battery Test Packages of Mathematics National Examination 2013-2016. SHS Web of Conferences, 42(July 2019), 00022. https://doi.org/10.1051/shsconf/20184200022.

Koçdar, S., Karadag, N., & Sahin, M. (2016). Analysis of the Difficulty and Discrimination Indices of Multiple-Choice Questions According to Cognitive Levels in an Open and Distance Learning Context. Journal of Educational Technology, 15(4), 16–24. https://eric.ed.gov/?id=EJ1117619.

Kolte, V. (2015). Item Analysis of Multiple Choice Questions in Physiology Examination. Indian Journal of Basic and Applied Medical Research, 4(4), 320–326. https://www.ijbamr.com/assets/images/issues/pdf/september 2015 320-326.pdf.pdf.

Kurniawati, S., & Sundawa, D. (2019). An Analysis of National Standard School Examination Items Based on the Characteristics of Hots (Higher Order Thinking Skills) Questions for the Main Items of K13-071 Academic Year 2016/2017 in Karawang Regency. International Journal Pedagogy of Social Studies, 3(2), 100–112. https://doi.org/10.17509/ijposs.v3i2.15793.

Kusnani, Muldayanti, N. D., & Rahayu, H. M. (2016). Analisis Butir Soal Ulangan Akhir Semester Ganjil Pada Mata Pelajaran Biologi Kelas X Mia SMA Negeri 1 Sungai Raya Tahun Ajaran 2014/2015. Jurnal Bioeducation, 3(2), 42–52. https://doi.org/10.29406/185.

Laila Puspita. (2019). Pengembangan modul berbasis keterampilan proses sains sebagai bahan ajar dalam pembelajaran biologi Module development based on science process skills as teaching materials in biological learning. Jurnal Inovasi Pendidikan IPA, 5(1), 79–87. https://doi.org/10.21831/jipi.v5i1.22530.

Maharani, A. V., & Putro, N. (2020). Item Analysis of English Final Semester Test. Indonesian Journal of EFL and Linguistics, 5(2), 491–504. https://doi.org/10.21462/ijefl.v5i2.302.

Margalita, S., Rachmadiarti, F., & Prastiwi, M. (2014). Analisis Miskonsepsi Tertinggi Materi Ekologi pada Siswa Sekolah Menengah Atas (SMA). BioEdu, 3(3), 571–579. https://jurnalmahasiswa.unesa.ac.id/index.php/1/article/view/13431.

Maulida, Muhibbudin, & Yusrizal. (2015). Analisis Indeks Kesukaran Dalam Pengembangan Item Tes pada Konsep Sel Tingkat Sekolah Menengah Atas. Jurnal Edubio Tropika, 3(1), 42–45. http://www.jurnal.unsyiah.ac.id/JET/article/view/5276.

Muspikawijaya, Iswari, R., & Marianti, A. (2017). Analisis Kesulitan Peserta Didik SMA/MA Kabupaten Luwu Timur dalam Memahami Konsep pada Materi Metabolisme Sel. Journal of Innovative Science Education, 6(2), 252–263. https://journal.unnes.ac.id/sju/index.php/jise/article/view/15439.

Muyasaroh, S. J. (2014). Validitas Soal-Soal Ujian Nasional Mata Pelajaran Bahasa Indonesia Untuk SMP/ MTs. Jurnal VARIDIKA, 26(1), 56–68. https://doi.org/10.23917/varidika.v26i1.733.

Muzayanah, U. (2015). Kualitas Butir Soal PAI pada Ujian Sekolah Berstandar Nasional. Smart, 1(1), 3–4. https://doi.org/10.18784/smart.v1i1.234.

O. A., A., & E. R. I., A. (2016). Comparative Analysis of Classical Test Theory and Item Response Theory Based Item Parameter Estimates of Senior School Certificate Mathematics Examination. European Scientific Journal, ESJ, 12(28), 263. https://doi.org/10.19044/esj.2016.v12n28p263.

Okoye, M. D. (2014). Authentic Assessment and Evaluation: Paramount Means for the Maximization of Teaching and Learning. Journal of Educational and Social Research, 4(7), 31–40. https://doi.org/10.5901/jesr.2014.v4n7p31.

Pakpahan, T. R., Hernawati, D., & Ardiansyah, R. (2020). Analisis Miskonsepsi Peserta Didik pada Materi Sistem Saraf Menggunakan Four-Tier Diagnostic Test. Bioeduscience, 4(1), 27–36. https://doi.org/10.29405/j.bes/4127-364844.

Preston, C. (2018). Food Webs : Implications for Instruction. The American Biology Teacher, 80(5), 331–338. https://doi.org/10.1525/abt.2018.80.5.331.

Putra, E. N., Syamsurizal, Lufri, & Zulyusri. (2021). The Teacher-Made Multiple-Choice Tests Quality for Natural Science Subject. Journal of Educational Research and Evaluation, 5(3), 422–428. https://doi.org/10.23887/jere.v5i3.33219.

Quaigrain, K., & Arhin, A. K. (2017). Using Reliability and Item Analysis to Evaluate A Teacher-Developed Test in Educational Measurement and Evaluation. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2017.1301013.

Rahmayani, Sinambela, M., & Rosida. (2013). Analisis Faktor Kesulitan Belajar Siswa pada Materi Pokok Sistem Ekskresi Manusia Kelas XI MIA SMA Negeri 16 Medan. Pelita Pendidikan, 5(2), 55–65. https://doi.org/10.24114/jpp.v5i2.8415.

Retnawati, H. (2017). Why are the Mathematics National Examination Items Difficult and What Is Teachers ’ Strategy to Overcome It ? International Journal of Instruction, 10(3), 257–276. https://doi.org/10.12973/iji.2017.10317a.

Sainuddin, S. (2018). Analisis Karakteristik Butir Tes Matematika Berdasarkan Teori Modern (Teori Respon Butir). Jurnal Penelitian Matematika Dan Pendidikan Matematika, 1(1), 1–12. http://www.journal.uncp.ac.id/index.php/proximal/article/view/842.

Santoso, A. (2018). Karakteristik Butir Tes Pengantar Statistika Sosial Berdasarkan Teori Respon Butir. Jurnal Pendidikan Matematika Dan Sains, 6(2), 158–168. https://doi.org/10.21831/jpms.v4i1.10111.

Sappaile, B. I., & Pristiwaluyo, T. (2019). Analisis Butir Soal Ujian Sekolah Berstandar Nasional dengan Pendekatan Klasik dan Teori Respon Butir Mata Pelajaran Matematika. Proceedings of National Seminar Research and Community Service Institue Universitas Negeri Makassar, 0(15), 246–253. https://ojs.unm.ac.id/semnaslemlit/article/view/11384.

Sari, S. S., Aziz, A., & Nurhayati, N. (2019). Validitas dan Reliabilitas Soal USBN (Ujian Sekolah Berstandar Nasional) Tahun 2019 SMA Negeri Se-Kota Makassar. Seminar Nasional LP2M UNM, 3, 443–446. https://ojs.unm.ac.id/semnaslemlit/article/view/11461.

Sharma, L. R. (2021). Analysis of Difficulty Index , Discrimination Index and Distractor Efficiency of Multiple Choice Questions of Speech Sounds of English. International Reasearch Journal of MMC, 2(1), 15–28. https://doi.org/10.3126/irjmmc.v2i1.35126.

Sudijono, A. (2011). Pengantar Evaluasi Pendidikan. Rajawali Pers.

Suparman. (2020). Menemukan Karakteristik Butir Menggunakan Quest. Komunikasi Dan Pendidikan Islam, 9, 83–104. https://doi.org/10.36668/jal.v9i1.134.

Syahrul Sarea, M., & Hadi, S. (2015). Analisis Kualitas Soal Ujian Akhir Semester Mata Pelajaran Kimia SMA di Kabupaten Gowa. Jurnal Evaluasi Pendidikan, 3(1), 35–43. http://journal.student.uny.ac.id/ojs/index.php/jep%0D.

Tekkaya, Ceren, et Al. (2001). Biology Concepts Perceived as Difficult by Turkish High School Students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21(21), 145–150. https://dergipark.org.tr/en/download/article-file/87982.