https://ejournal.kopertais4.or.id/mataraman/index.php/alibtida <p>Al Ibtida' : Jurnal Program Studi Pendidikan Guru Madrasah Ibtidaiyah&nbsp;diterbitkan oleh Program Studi Pendidikan Guru Madrasah Ibtidaiyah&nbsp;STAI Diponegoro Tulungagung</p> Program Studi PGMI STAI Diponegoro en-US AL IBTIDA' : Jurnal Program Studi Pendidikan Guru Madrasah Ibtidaiyah 2337-7461 https://ejournal.kopertais4.or.id/mataraman/index.php/alibtida/article/view/6496 <p>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.</p> <p>Keyword : <em>Item Analysis, Learning Mastery, Norm-Referenced and Criterion- Referenced Assessment</em></p> Indri Nur Azijah Nabila Itsna Nurkholifah Siti Nur Rahma Mirza Maulida Putri Tamsik Udin Copyright (c) 2026 AL IBTIDA' : Jurnal Program Studi Pendidikan Guru Madrasah Ibtidaiyah 2026-06-01 2026-06-01 14 1 1 10 https://ejournal.kopertais4.or.id/mataraman/index.php/alibtida/article/view/6500 <p>Cognitive assessment is a crucial component of the learning evaluation process in elementary schools, as it measures students’ thinking abilities from basic to higher-order levels. This domain includes remembering, understanding, applying, analyzing, evaluating, and creating. This article aims to analyze the implementation of cognitive assessment in the 2013 Curriculum and the Merdeka Curriculum. The research method employed is a literature review through analysis of curriculum policy documents and relevant theories of cognitive assessment. The findings indicate that the 2013 Curriculum emphasizes authentic assessment based on competency mastery standards, while the Merdeka Curriculum focuses on flexibility and formative assessment oriented toward individual student development. Therefore, although both curricula aim to measure cognitive competence, they differ in approaches, instruments, and technical implementation.</p> <p>Keyword : <em>assessment, cognitive domain, 2013 Curriculum, Independent Curriculum, elementary school.</em></p> Hana Aulia Suci Chalravia Fatimatuzahro Mu'awanatul Hasanah Tamsik Udin Copyright (c) 2026 AL IBTIDA' : Jurnal Program Studi Pendidikan Guru Madrasah Ibtidaiyah 2026-06-01 2026-06-01 14 1 11 19