Multiple-Choice Questions in Basic Biomedical Science Module

Penulis

  • Made Bayu Permasutha Universitas Pendidikan Ganesha, Singaraja, Indonesia
  • Gandes Retno Rahayu Universitas Gadjah Mada, Yogyakarta, Indonesia
  • Made Kurnia Widiastuti Giri Universitas Pendidikan Ganesha, Singaraja, Indonesia
  • Dewa Agung Gde Fanji Pradiptha Universitas Pendidikan Ganesha, Singaraja, Indonesia

DOI:

https://doi.org/10.23887/jpp.v57i1.63314

Kata Kunci:

Multiple Choice Questions, Item Difficulty Index, Item Discrimination Index

Abstrak

Proses evaluasi pendidikan kedokteran melibatkan evaluasi pengetahuan, keterampilan, dan sikap yang sesuai dengan capaian dan kompetensi yang ingin dicapai. Instrumen multiple choice questions (MCQs) merupakan instrument penilaian yang sering digunakan di ranah kedokteran. Instrumen MCQs hingga saat ini juga diimplementasikan dalam ujian kompetensi dokter nasional. Sehingga menjaga kualitas MCQs di level fakultas sangat penting dalam menjaga kualitas lulusan dokter. Dalam penelitian ini dilakukan evaluasi terhadap 250 MCQs di modul biomedik dasar yang kemudian dilakukan beberapa analisis terhadap beberapa kriteria. Dari hasil analisis didapatkan nilai Kr-20 sebesar >0,8 pada ketiga modul. Item Difficulty Index (DIF-I) pada kategori ideal didapatkan 33 (36,7%), 29 (38,7%), dan 34 (39,5%) secara berurutan. Hasil kajian terhadap Item Discrimination Index (DI) dalam kategori ideal didapatkan sebesar 63,3%, 77,3% dan 69,4% secara berurutan. Hasil studi ini memberikan gambaran bahwa masih terdapat MCQs yang tidak ideal dan perlu mendapat perhatian untuk perbaikan ke depannya. Evaluasi secara berkala dan pelatihan pembuatan komponen soal pilihan ganda yang terstandar perlu untuk direncanakan di lingkup fakultas.

 

Referensi

Abdulghani, H. M., Ahmad, F., Irshad, M., Khalil, M. S., Al-Shaikh, G. K., Syed, S., & Haque, S. (2015). Faculty development programs improve the quality of multiple choice questions items’ writing. Scientific Reports, 5(1). https://doi.org/10.1038/srep09556. DOI: https://doi.org/10.1038/srep09556

Adam, S. K., Idris, F., Kassim, P. S. J., Zakaria, N. F., & Hod, R. (2021). Multiple Choice Questions with Different Numbers of Options in University Putra Malaysia Undergraduate Medical Program: A Comparative Analysis in 2017 and 2018. Journal of Medical Education, 20(2). https://doi.org/10.5812/jme.116834. DOI: https://doi.org/10.5812/jme.116834

Adiga, M. N. S., Acharya, S., & Holla, R. (2021). Item analysis of multiple-choice questions in pharmacology in an Indian Medical School. Journal of Health and Allied Sciences NU, 11(3), 130–135. https://doi.org/10.1055/s-0041-1722822. DOI: https://doi.org/10.1055/s-0041-1722822

AlFaris, E., Naeem, N., Irfan, F., Qureshi, R., Saad, H., Al Sadhan, R. E., & Van der Vleuten, C. (2015). A One-Day Dental Faculty Workshop in Writing Multiple-Choice Questions: An Impact Evaluation. Journal of Dental Education, 79(11), 1305–1313. https://doi.org/10.1002/j.0022-0337.2015.79.11.tb06026.x. DOI: https://doi.org/10.1002/j.0022-0337.2015.79.11.tb06026.x

Baig, M., Ali, S. K., Ali, S., & Huda, N. (2014). Quality evaluation of assessment tools: OSPE, SEQ & MCQ. Pakistan Journal of Medical Sciences, 30(1), 3–6. https://doi.org/10.12669/pjms.301.4458. DOI: https://doi.org/10.12669/pjms.301.4458

Bhattacherjee, S., Mukherjee, A., Bhandari, K., & Rout, A. J. (2022). Evaluation of Multiple-Choice Questions by Item Analysis, from an Online Internal Assessment of 6(th) Semester Medical Students in a Rural Medical College, West Bengal. Indian Journal of Community Medicine, 47(1), 92–95. https://doi.org/10.4103/ijcm.ijcm_1156_21 DOI: https://doi.org/10.4103/ijcm.ijcm_1156_21

Biswas, S. S., Jain, V., Agrawal, V., & Bindra, M. (2015). Small group learning: effect on item analysis and accuracy of self-assessment of medical students. Education for Health, 28(1), 16–21. https://doi.org/10.4103/1357-6283.161836. DOI: https://doi.org/10.4103/1357-6283.161836

Boulet, J. R., & Durning, S. J. (2019). What we measure… and what we should measure in medical education. Medical Education, 53(1), 86–94. https://doi.org/10.1111/medu.13652. DOI: https://doi.org/10.1111/medu.13652

Butler, A. C. (2018). Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning? Journal of Applied Research in Memory and Cognition, 7(3), 323–331. https://doi.org/10.1016/j.jarmac.2018.07.002. DOI: https://doi.org/10.1016/j.jarmac.2018.07.002

Christian, D. S., Prajapati, A. C., Rana, B. M., & Dave, V. R. (2017). Evaluation of multiple choice questions using item analysis tool: a study from a medical institute of Ahmedabad, Gujarat. International Journal Of Community Medicine And Public Health, 4(6), 1876–1881. https://doi.org/10.18203/2394-6040.ijcmph20172004. DOI: https://doi.org/10.18203/2394-6040.ijcmph20172004

D’Sa, J. L., & Visbal-Dionaldo, M. L. (2017). Analysis of Multiple Choice Questions: Item Difficulty, Discrimination Index and Distractor Efficiency. International Journal of Nursing Education, 9(3). https://doi.org/10.5958/0974-9357.2017.00079.4. DOI: https://doi.org/10.5958/0974-9357.2017.00079.4

Darmayani, I. G. A. S. (2022). The determinants of medical student learning behavior that are associated with the outcome of the Indonesia Medical Doctor National Competency Examination : A review. Bali Medical Journal, 11(3), 2085–2089. https://doi.org/10.15562/bmj.v11i3.4426.

Darodjat, D., & Wahyudhiana, W. (2015). Model evaluasi program pendidikan. Islamadina: Jurnal Pemikiran Islam, 14(1), 1–28. https://doi.org/10.30595/islamadina.v0i0.1665.

Daryono, R. W., Hariyanto, V. L., Usman, H., & Sutarto, S. (2020). Factor analysis: Competency framework for measuring student achievements of architectural engineering education in Indonesia. REID (Research and Evaluation in Education), 6(2), 98–108. https://doi.org/10.21831/reid.v6i2.32743. DOI: https://doi.org/10.21831/reid.v6i2.32743

Dellinges, M. A., & Curtis, D. A. (2017). Will a short training session improve multiple‐choice item‐writing quality by dental school faculty? A pilot study. Journal of Dental Education, 81(8), 948–955. https://doi.org/10.21815/JDE.017.047. DOI: https://doi.org/10.21815/JDE.017.047

Donnelly, C. (2014). The use of case based multiple choice questions for assessing large group teaching: implications on student’s learning. Irish Journal of Academic Practice, 3(1), 1–15. https://doi.org/10.21427/D7CX32.

Elgadal, A. H., & Mariod, A. A. (2021). Item Analysis of Multiple-choice Questions (MCQs): Assessment Tool For Quality Assurance Measures. Sudan Journal of Medical Sciences, 16(3), 334–346. https://doi.org/10.18502/sjms.v16i3.9695. DOI: https://doi.org/10.18502/sjms.v16i3.9695

Gupta, P., Meena, P., Khan, A. M., Malhotra, R. K., & Singh, T. (2020). Effect of Faculty Training on Quality of Multiple-Choice Questions. International Journal of Applied and Basic Medical Research, 10(3), 210–214. https://doi.org/10.4103/ijabmr.IJABMR_30_20. DOI: https://doi.org/10.4103/ijabmr.IJABMR_30_20

Harden, R. M. (2018). Ten key features of the future medical school—not an impossible dream. Medical Teacher, 40(10), 1010–1015. https://doi.org/10.1080/0142159X.2018.1498613. DOI: https://doi.org/10.1080/0142159X.2018.1498613

Hijji, B. M. (2017). Flaws of multiple choice questions in teacher-constructed nursing examinations: A pilot descriptive study. Journal of Nursing Education, 56(8), 490–496. https://doi.org/10.3928/01484834-20170712-08. DOI: https://doi.org/10.3928/01484834-20170712-08

Kaur, M., Singla, S., & Mahajan, R. (2016). Item analysis of in use multiple choice questions in pharmacology. International Journal of Applied and Basic Medical Research, 6(3), 170–173. https://doi.org/10.4103/2229-516X.186965. DOI: https://doi.org/10.4103/2229-516X.186965

Kibble, J. D. (2017). Best practices in summative assessment. Advances in Physiology Education, 41(1), 110–119. https://doi.org/10.1152/advan.00116.2016. DOI: https://doi.org/10.1152/advan.00116.2016

Kumar, D., Jaipurkar, R., Shekhar, A., Sikri, G., & Srinivas, V. (2021). Item analysis of multiple choice questions: A quality assurance test for an assessment tool. Medical Journal Armed Forces India, 77, S85–S89. https://doi.org/10.1016/j.mjafi.2020.11.007. DOI: https://doi.org/10.1016/j.mjafi.2020.11.007

Kurtz, J. B., Lourie, M. A., Holman, E. E., Grob, K. L., & Monrad, S. U. (2019). Creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study. Medical Education Online, 24(1). https://doi.org/10.1080/10872981.2019.1630239. DOI: https://doi.org/10.1080/10872981.2019.1630239

León, S. P., Panadero, E., & García-Martínez, I. (2023). How accurate are our students? A meta-analytic systematic review on self-assessment scoring accuracy. Educational Psychology Review, 35(4), 106. https://doi.org/10.1007/s10648-023-09819-0. DOI: https://doi.org/10.1007/s10648-023-09819-0

Liew, C. P., Puteh, M., Mohammad, S., Omar, A. A., & Kiew, P. L. (2021). Review of engineering programme outcome assessment models. European Journal of Engineering Education, 46(5), 834–848. https://doi.org/10.1080/03043797.2020.1852533. DOI: https://doi.org/10.1080/03043797.2020.1852533

Lockyer, J., Carraccio, C., Chan, M. K., Hart, D., Smee, S., & Touchie, C. (2017). Core principles of assessment in competency-based medical education. Medical Teacher, 39(6), 609–616. https://doi.org/10.1080/0142159X.2017.1315082. DOI: https://doi.org/10.1080/0142159X.2017.1315082

Mahda, A., Arfiyanti, M. P., Novitasari, A., & Romadhoni, R. (2023). Analisis Deskriptif Kualitas Soal Multiple Choice Questions (MCQ) Mini Kuis Tutorial di Fakultas Kedokteran Universitas Muhammadiyah Semarang. Jurnal Ilmu Kedokteran Dan Kesehatan, 10(6), 2177–2184. https://doi.org/10.33024/jikk.v10i6.9932. DOI: https://doi.org/10.33024/jikk.v10i6.9932

Mardiah, M., & Syarifudin, S. (2018). Model-Model Evaluasi Pendidikan. MITRA ASH-SHIBYAN: Jurnal Pendidikan Dan Konseling, 2(1), 38–50. https://doi.org/10.46963/mash.v2i1.24. DOI: https://doi.org/10.46963/mash.v2i1.24

Nojomi, M., & Mahmoudi, M. (2022). Assessment of multiple-choice questions by item analysis for medical students’ examinations. Research and Development in Medical Education, 11(1), 24. https://doi.org/10.34172/rdme.2022.024. DOI: https://doi.org/10.34172/rdme.2022.024

Przymuszała, P., Piotrowska, K., Lipski, D., Marciniak, R., & Cerbin-Koczorowska, M. (2020). Guidelines on Writing Multiple Choice Questions: A Well-Received and Effective Faculty Development Intervention. SAGE Open, 10(3). https://doi.org/10.1177/2158244020947432. DOI: https://doi.org/10.1177/2158244020947432

Pugh, D., & Regehr, G. (2016). Taking the sting out of assessment: is there a role for progress testing? Medical Education, 50(7), 721–729. https://doi.org/10.1111/medu.12985. DOI: https://doi.org/10.1111/medu.12985

Rahma, N. A., Shamad, M. M., Idris, M. E., Elfaki, O. A., Elfakey, W. E., & Salih, K. M. (2017). Comparison in the quality of distractors in three and four options type of multiple choice questions. Advances in Medical Education and Practice, 8, 287–291. https://doi.org/10.2147/AMEP.S128318. DOI: https://doi.org/10.2147/AMEP.S128318

Rodríguez, S. L. (2014). El aprendizaje basado en problemas para la educación médica: sus raíces epistemológicas y pedagógicas. Revista Med, 22(2), 32–36. https://doi.org/10.18359/rmed.1168. DOI: https://doi.org/10.18359/rmed.1168

Rush, B. R., Rankin, D. C., & White, B. J. (2016). The impact of item-writing flaws and item complexity on examination item difficulty and discrimination value. BMC Medical Education, 16, 1–10. https://doi.org/10.1186/s12909-016-0773-3. DOI: https://doi.org/10.1186/s12909-016-0773-3

Shafira, N. N. A. (2015). Peran MCQ Sebagai Instrumen Evaluasi Dalam Pendidikan Kedokteran. Jambi Medical Journal: Jurnal Kedokteran Dan Kesehatan, 3(2), 132–139. https://doi.org/10.22437/jmj.v3i2.3089.

Tavakol, M., & Dennick, R. (2017). The foundations of measurement and assessment in medical education. Medical Teacher, 39(10), 1010–1015. https://doi.org/10.1080/0142159X.2017.1359521. DOI: https://doi.org/10.1080/0142159X.2017.1359521

Ten Cate, O., & Regehr, G. (2019). The Power of Subjectivity in the Assessment of Medical Trainees. Academic Medicine, 94(3), 333–337. https://doi.org/10.1097/ACM.0000000000002495. DOI: https://doi.org/10.1097/ACM.0000000000002495

Utomo, P. S., Randita, A. B. T., Riskiyana, R., Kurniawan, F., Aras, I., Abrori, C., & Rahayu, G. R. (2022). Predicting medical graduates’ clinical performance using national competency examination results in Indonesia. BMC Medical Education, 22(1), 254. https://doi.org/10.1186/s12909-022-03321-x. DOI: https://doi.org/10.1186/s12909-022-03321-x

Xu, X., Kauer, S., & Tupy, S. (2016). Multiple-choice questions: Tips for optimizing assessment in-seat and online. Scholarship of Teaching and Learning in Psychology, 2(2), 147–158. https://doi.org/10.1037/stl0000062. DOI: https://doi.org/10.1037/stl0000062

Zaidi, N. L. B., Grob, K. L., Monrad, S. M., Kurtz, J. B., Tai, A., Ahmed, A. Z., & Santen, S. A. (2018). Pushing Critical Thinking Skills With Multiple-Choice Questions: Does Bloom’s Taxonomy Work? Academic Medicine, 93(6), 856–859. https://doi.org/10.1097/ACM.0000000000002087. DOI: https://doi.org/10.1097/ACM.0000000000002087

Diterbitkan

2024-05-17

Cara Mengutip

Permasutha, M. B., Rahayu, G. R., Giri, M. K. W. ., & Pradiptha, D. A. G. F. . (2024). Multiple-Choice Questions in Basic Biomedical Science Module. Jurnal Pendidikan Dan Pengajaran, 57(1), 47–56. https://doi.org/10.23887/jpp.v57i1.63314

Terbitan

Bagian

Articles