ANALISIS BUTIR SOAL UJIAN TENGAH SEMESTER BIDANG STUDI MATEMATIKA KELAS X SEMESTER GASAL TAHUN PELAJARAN 2011/2012 (Studi Kasus di SMA Negeri 1 Pagak Kabupaten Malang

ADYA PRATAMA, GAYUH (2012) ANALISIS BUTIR SOAL UJIAN TENGAH SEMESTER BIDANG STUDI MATEMATIKA KELAS X SEMESTER GASAL TAHUN PELAJARAN 2011/2012 (Studi Kasus di SMA Negeri 1 Pagak Kabupaten Malang. Other thesis, University of Muhammadiyah Malang.

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Abstract

Now by it’s going into effect curriculum of level set of education (Kurikulum Tingkat Satuan Pendidikan/ KTSP) teacher given by facility in doing assessment start from planning until execution, especially in compiling matter of test. But most teacher seldom analyze to problem item, most teacher only measuring efficacy of study only passing final score, which got by student. Though with good problem, will get result of good measurement also. Good or not its matter of test very determined by ability of teacher in compiling problem. So that evaluation, which is through assessment by using test, is matching with the one, which expected, hence needed the existence of review to execution of evaluation. In this research is using method qualitative because these researches aim to know the quality of test matter. There is two used techniques is problem item analysis, that is, analysis by theoretically and analysis by empiric. So that will see problem, which included in good category, medium and also is bad. Its result of finding is semester middle test problems of its quality are good, if seen from its theoretic analysis. While if seen from analysis of empiric, only there are 4 problem (25%) is valid and 12 problem (75%) is not valid. while from result of analysis of reliabilities got by correlation value of R1=3.1165 x10-10 with the meaning its problem item is very low (0,00≤1, r<0.20)= very low correlation, its meaning the problems do not have accuracy/ precise of measurement result and constancy / stability from result of measurement. different capacity analysis got by result of bad problem category there is 1 problem (6,25%), adequate problem is 7 problem (43,75%), good problem is 7 problem (43,75%) and 1 problem is very well (6,25%). from analysis level of difficulty obtained by result 6 problem (37,5%) including easy problem, 9 problem (56,25%) is adequate problem and 1 problem (6,25%) including difficult problem. analysis of effectively destruction known that 5 problem (31,25%) its destruction not yet functioned better while 11 problem (68,75%) its destruction have functioned better.

Item Type: Thesis (Other) L Education > L Education (General) Faculty of Teacher Training and Education > Department of Mathematics Education (84202) Gusti Vani Putri Cahya 02 Feb 2015 03:42 02 Feb 2015 03:42 http://eprints.umm.ac.id/id/eprint/15499