Analisis Butir Soal dan Ketuntasan Belajar Ditinjau dari Penilaian Acuan Norma dan Penilaian Acuan Patokan

Abstract

Learning assessment is an essential component of the instructional process as it functions to measure students’ achievement of competencies. Therefore, assessment instruments must meet quality criteria and be supported by appropriate assessment approaches. This study aims to analyze the quality of test items in terms of difficulty level, discrimination power, validity, and reliability, as well as to examine students’ learning mastery based on Norm-Referenced Assessment and Criterion-Referenced Assessment. This research employed a descriptive quantitative approach. The research subjects were students who participated in learning outcome tests, while the research objects included test items and students’ test results. Data were collected through test and documentation techniques and analyzed using item analysis procedures and calculations of individual and classical learning mastery. The results indicate that most test items are categorized as having a moderate level of difficulty, possess sufficient to good discrimination power, and meet the criteria of validity and reliability. The application of Norm-Referenced Assessment and Criterion-Referenced Assessment reveals differences in students’ learning mastery outcomes. These findings contribute to teachers’ understanding of improving the quality of assessment instruments and determining learning mastery more objectively. In conclusion, the quality of test items is closely related to the achievement of students’ learning mastery.

Keyword : Item Analysis, Learning Mastery, Norm-Referenced and Criterion- Referenced Assessment