The ability of high school mathematics teachers in designing daily exam questions

Daily exam completion is one of the pedagogical skills that a teacher must possess. In actuality, not all teachers prepare exam questions based on the IPK and KD; hence, the questions frequently do not support the attainment of learning objectives. This study aimed to describe the ability of high school mathematics teachers to create daily exam questions. This research employed a qualitative descriptive study. The subjects of the research were five high schools and mathematics teachers. Data was collected using documentation techniques by analyzing the lesson plans, question grids, and daily exam questions created by five teachers. The data was analyzed by comparing the suitability of the daily exam question indicators to the IPK contained in the lesson plans. Lesson plans and questions for KD 3.1 and 4.1 for spatial geometry and lesson plan for KD 3.2 and 4.2 for statistics were analyzed. The teacher has formed a grid and daily exam questions that refer to the IPK to administer the daily exam; however, not all indicators of the daily exam questions adhere to the predetermined IPK. The average percentage of questions suitable for the IPK of the five subjects at KD 3.1 and KD 4.1 was 86.8%, with a highly appropriate category. The average percentage of the suitability of the questions to the IPK of the five subjects at KD 3.2 and KD 4.2 was 88.6%, with a highly appropriate category.