Please use this identifier to cite or link to this item: https://repository.uksw.edu//handle/123456789/28710
Title: Analisis Butir Soal dan Aspek Kemampuan Berpikir Kritis pada Instrumen Tes Materi Sel di Sma Kristen 1 Salatiga
Other Titles: Item Analysis and Critical Thinking Skill Aspects On Cell Material Test in Sma Kristen 1 Salatiga
Authors: Nugroho, Natanael Dwi
Keywords: analisis butir soal;kemampuan berpikir kritis;instrumen test
Issue Date: 11-Jan-2023
Abstract: Penelitian ini bertujuan untuk mendeskripsikan kualitas item soal ditinjau dari hasil analisis validitas, reliabilitas, tingkat kesukaran, daya beda dan efektifitas pengecoh jawaban serta aspek kemampuan berpikir kritis yang terdapat pada instrumen tes. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif dan kualitatif. Penelitian dilakukan di SMA Kristen 1 Salatiga dengan subyek penelitian seluruh siswa kelas XI IPA 1 dan XI IPA 2 dan obyek penelitian berupa instrument tes formatif pada kompetensi dasar terkait sel. Teknik pengumpulan data dilakukan dengan metode wawancara, dan dokumentasi. Data yang diperoleh dianalisis secara kuantitatif dengan rumus korelasi product moment, alpha Cronbach dan rumus tingkat kesukaran, daya beda, dan efektivitas pengecoh dengan bantuan program SPSS 22 dan Ms. Excel. Aspek berpikir kritis dianalisis secara kualitatif dengan bantuan ahli pedagogi. Hasil penelitian menunjukkan bahwa dilihat dari segi validitas soal secara keseluruhan terdapat 77% soal valid dan 23% soal tidak valid. Berdasarkan koefisien reliabilitas diperoleh indeks reliabilitas sebesar 0,858 (kategori tinggi) untuk soal pilihan ganda dan 0,429 (kategori cukup) untuk soal esai. Lebih lanjut, dilihat dari tingkat kesukaran soal, terdapat 38% soal termasuk kategori sedang dan 62% soal mudah. Daya pembeda soal menunjukkan 22% termasuk ke dalam kategori jelek, 8% cukup, 23% baik, dan 42% sangat baik. Sebanyak 15% soal memiliki efektivitas pengecoh kategori tidak baik, 30 % soal kurang baik, 50% soal cukup baik, dan 5% baik. Aspek berpikir kritis yang muncul pada soal antara lain: aspek interpretasi, analisis, dan eksplanasi. Aspek berpikir kritis yang belum muncul pada soal tes adalah aspek evaluasi, inferensi, dan regulasi diri. Guru perlu meningkatkan kualitas soal dengan melakukan perbaikan pada item soal dan menambahkan aspek berpikir kritis khususnya pada aspek evaluasi, inferensi, dan regulasi diri pada intrumen tes untuk mengembangkan kemampuan berpikir kritis siswa.
This study aims to describe the quality of the item in terms of the results of the analysis of validity, reliability, level of difficulty, discriminating power and the effectiveness of deceiving answers as well as aspects of the ability to think critically contained in the test instrument. This research is a descriptive research with quantitative and qualitative approaches. The research was conducted at Christian High School 1 Salatiga with the research subjects being all students of class XI IPA 1 and XI IPA 2 and the research object was a formative test instrument on basic competencies related to cells. Data collection techniques were carried out using interviews and documentation methods. The data obtained was analyzed quantitatively with the product moment correlation formula, Cronbach's alpha and the formula for difficulty level, discriminating power, and effectiveness of the deluder with the help of the SPSS 22 program and Ms. Excel. Aspects of critical thinking are analyzed qualitatively with the help of pedagogists. The results showed that in terms of the overall validity of the questions, there were 77% valid questions and 23% invalid questions. Based on the reliability coefficient, a reliability index was obtained of 0.858 (high category) for multiple choice questions and 0.429 (sufficient category) for essay questions. Furthermore, judging from the level of difficulty of the questions, there are 38% of the questions in the medium category and 62% of the questions in the easy category. The discriminating power of the items shows that 22% fall into the bad category, 8% is sufficient, 23% is good, and 42% is very good. As many as 15% of the questions have the effectiveness of the category distractor not good, 30% of the questions are not good, 50% of the questions are quite good, and 5% are good. Aspects of critical thinking that appear in the questions include: aspects of interpretation, analysis, and explanation. Aspects of critical thinking that have not appeared on the test questions are aspects of evaluation, inference, and self-regulation. Teachers need to improve the quality of the questions by making empirical improvements to the item questions and adding aspects of critical thinking, especially in the evaluation, inference, and self-regulation aspects of the test instrument to develop students' critical thinking skills.
URI: https://repository.uksw.edu//handle/123456789/28710
Appears in Collections:T1 - Biology Education

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