Eny Cahyaningsih, Iva Sarifah, Riyadi Riyadi

Harmonizing technology and tradition: Analysis of grade VI mathematics midterm exam questions

Introduction

Harmonizing technology and tradition: analysis of grade vi mathematics midterm exam questions. Analyze Grade VI mathematics midterm exam quality using CTT, SPSS & JMetrik. Findings reveal easy questions and ineffective distractors, despite good reliability. Recommendations for test improvement.

Abstract

In education, evaluation instruments such as tests are important tools to measure students' abilities objectively. However, unbalanced question quality, such as too easy difficulty levels or ineffective distractors, can reduce the validity and reliability of the test in distinguishing participants' abilities. This study analyzed the quality of the midterm test Mathematics questions for Grade VI at Sekolah Prestasi Global. Analysis using CTT with the help of SPSS and JMetrik allows for a more detailed evaluation of the quality of the questions. The source of research data was the results of 111 students' answers to 25 Midterm Exam Questions, with 15 multiple-choice questions analyzed further, consisting of 10 multiple-choice questions and five true-false questions. The results showed that most of the UTS Mathematics questions for Grade VI were relatively easy (80% with a difficulty level >0.70), so they were less effective in distinguishing participants' abilities. Only three questions were in the ideal difficulty level category (0.31–0.70), while most distractors were ineffective with low or zero discrimination values. Although the overall reliability of the question was good (Cronbach's Alpha 0.763), improvements in test quality are recommended through question revisions, distractor improvements, and a more balanced distribution of difficulty levels. This study concludes that the quality of the Grade VI Mathematics UTS question at Sekolah Prestasi Global needs to be improved through revision of easy questions, improvement of distractors, and a more balanced distribution of difficulty levels to produce a test instrument that is more valid, reliable, and able to evaluate participants' abilities accurately.

Review

This study undertakes a pertinent analysis of a Grade VI Mathematics midterm exam, addressing the critical need for valid and reliable assessment instruments in education. The authors meticulously applied Classical Test Theory (CTT) using SPSS and JMetrik software to evaluate the quality of 15 multiple-choice and true-false questions based on the responses of 111 students. The investigation's strength lies in its systematic methodology, which employs established psychometric tools to dissect various facets of question quality, including difficulty, discrimination, and the effectiveness of distractors. This approach aligns with the "harmonizing technology and tradition" aspect hinted in the title, by employing modern analytical technologies to evaluate traditional assessment practices, thereby offering a data-driven perspective on exam design. The findings reveal significant concerns regarding the diagnostic capability of the exam. A striking 80% of the questions were found to be relatively easy (difficulty level >0.70), rendering them ineffective in distinguishing between students of varying abilities. Furthermore, the analysis highlighted a prevalent issue with ineffective distractors, which exhibited low or zero discrimination values, further undermining the validity of the multiple-choice items. While the overall reliability of the test was reported as good (Cronbach's Alpha 0.763), this metric alone does not compensate for the pervasive issues in question difficulty and distractor utility. The study effectively pinpoints specific areas for improvement, providing concrete evidence for the need for revision rather than general conjecture. In conclusion, this research provides valuable insights and actionable recommendations for Sekolah Prestasi Global, emphasizing the necessity for question revisions, improved distractor design, and a more balanced distribution of difficulty levels to enhance test validity and reliability. The study's clear identification of deficiencies in the assessment instrument contributes significantly to the discourse on quality assurance in educational evaluation. Future research could expand upon these findings by exploring the pedagogical implications of such an easy test, investigating the reasons behind the poor distractor quality, or even demonstrating the impact of implementing the suggested revisions on subsequent student performance and learning outcomes.

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