Siti Nurbaitillah, Mohammad Zaka Al Farisi, Hikmah Maulani
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Analysis was conducted using Microsoft Office Excel for validity and reliability, and Anbuso Ver.8 software for difficulty level, item discrimination, and distractor effectiveness. The validity analysis results showed that only 20% of the items were valid, highlighting the need for structural improvements in item formulation. The test reliability met the desired standard, with 8 valid items yielding higher reliability. The difficulty level exhibited variation, ranging from difficult to easy. Evaluation of students' and teachers' perceptions revealed differences in assessing the difficulty level of the questions. Item discrimination analysis identified items with good discrimination, but some were inadequate. The effectiveness of distractors in 67.5% of the items required revision due to unsatisfactory performance. This study contributes to understanding the quality of Arabic language examination questions at MDTA and offers improvement suggestions. HOTS and LOTS) indicate that 21 questions fall under the LOTS category, while 19 other questions fall under the HOTS category. 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Evaluation of students' and teachers' perceptions revealed differences in assessing the difficulty level of the questions. Item discrimination analysis identified items with good discrimination, but some were inadequate. The effectiveness of distractors in 67.5% of the items required revision due to unsatisfactory performance. This study contributes to understanding the quality of Arabic language examination questions at MDTA and offers improvement suggestions. HOTS and LOTS) indicate that 21 questions fall under the LOTS category, while 19 other questions fall under the HOTS category. 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引用次数: 0
摘要
本研究旨在评估2022/2023学年卡拉旺市努鲁尔-阿玛尔学校(Nurul Amal Madrasah Diniyah Takmiliyah Awaliyah,MDTA)全国标准化期末考试(Ujian Akhir Berstandar Nasional - UABN)阿拉伯语试题的质量。评估涉及有效性、可靠性、难度、项目区分度、干扰项有效性和布鲁姆分类法认知水平等方面。研究方法采用事后设计的定量方法。数据来源于试题和答卷的记录,以及对教师和学生的访谈。参与者包括 14 名 MDTA 四年级学生,采用饱和抽样技术选出。研究使用 Microsoft Office Excel 进行效度和信度分析,并使用 Anbuso Ver.8 软件进行难度、题目区分度和干扰项有效性分析。效度分析结果表明,只有 20%的题目是有效的,这说明在题目编制方面需要进行结构性改进。测验信度达到了预期标准,其中 8 个有效项目的信度较高。难易程度也有差异,由难到易。对学生和教师看法的评估显示,他们对试题难度的评价存在差异。通过项目辨别分析发现,有些项目的辨别能力较强,但有些项目的辨别能力不足。67.5%的题目由于学生表现不理想,需要对干扰项的有效性进行修订。这项研究有助于了解 MDTA 阿拉伯语试题的质量,并提出改进建议。研究结果表明,21 道试题属于 "LOTS "类,另外 19 道试题属于 "HOTS "类。这些发现有望对阿拉伯语学习评价的发展产生积极影响,特别是在 MDTA
Kualitas Soal Ujian Akhir Berstandar Nasional Mata Pelajaran Bahasa Arab Di MDTA
This research aims to evaluate the quality of Arabic language examination questions in the National Standardized Final Examination (Ujian Akhir Berstandar Nasional - UABN) at the Nurul Amal Madrasah Diniyah Takmiliyah Awaliyah (MDTA), Karawang, for the academic year 2022/2023. The evaluation involves aspects of validity, reliability, difficulty level, item discrimination, distractor effectiveness, and Bloom's Taxonomy cognitive level. The research method employs a quantitative approach with an ex post facto design. Data were obtained from the documentation of examination questions and answer sheets, as well as interviews with teachers and students. The participants comprised 14 fourth-grade students of MDTA, selected using a saturated sampling technique. Analysis was conducted using Microsoft Office Excel for validity and reliability, and Anbuso Ver.8 software for difficulty level, item discrimination, and distractor effectiveness. The validity analysis results showed that only 20% of the items were valid, highlighting the need for structural improvements in item formulation. The test reliability met the desired standard, with 8 valid items yielding higher reliability. The difficulty level exhibited variation, ranging from difficult to easy. Evaluation of students' and teachers' perceptions revealed differences in assessing the difficulty level of the questions. Item discrimination analysis identified items with good discrimination, but some were inadequate. The effectiveness of distractors in 67.5% of the items required revision due to unsatisfactory performance. This study contributes to understanding the quality of Arabic language examination questions at MDTA and offers improvement suggestions. HOTS and LOTS) indicate that 21 questions fall under the LOTS category, while 19 other questions fall under the HOTS category. The findings are expected to positively influence the development of Arabic language learning evaluations, especially at MDTA