The Development Of Summative Assessments For PPG Students In The Sociology Program
DOI:
https://doi.org/10.17977/um038v8i42025p379-388Keywords:
item analysis, validity, reliability, test, academic potential, teacher education, sociologyAbstract
This study aims to analyze the level of item difficulty in measuring the academic potential of students in the sociology teacher professional education (PPG) Program at Universitas Negeri Malang. A qualitative approach was employed, utilizing statistical analysis through SPSS, to gain a comprehensive understanding of the item characteristics. The research process included determining the test format, mapping the sociology content, developing test blueprints, writing and reviewing test items, conducting tryouts, and analyzing the test results. The study involved Sociology PPG students as respondents. The analysis covered item discrimination, distractor effectiveness, item difficulty, validity, and reliability. The discriminatory power of the good category is greater than the discriminatory power of the low category. Based on the analysis results, the reliability value indicates that the assessment instrument is suitable for use with test participants. This means that the instrument is relatively internally consistent. However, there are several items that show low or even negative item-total correlation. This is empirical evidence that the instrument has met good internal consistency standards. However, to achieve a quality instrument, continuous improvement is necessary through item revisions. This demonstrates the importance of minimum standards for item quality in every educational institution. Standards can take the form of technical guidelines that measure good item characteristics such as minimal empirical validity, recommended reliability limits, and item revision procedures.
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