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soal-soal untuk kepentingan lebih lanjut, dan untuk memperoleh gambaran secara selintas tentang keadaan yang kita susun”.
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Item analysis data also aids in detecting specific technical flaws and thus further provides information for improving test items, as what J. Stanley
Ahmann and Marvin D. Glock state “item analysis is re-examining each test to discover its strength and flaws”.
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Item analysis has several benefits. First, it provides useful information for class discussion of test. Second, it provides data for helping the students
improve their learning. Third, it provides insights and skills which lead to the preparation of better tests on future occasions.
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Finally, the writer concludes that item analysis is very important to do in order to get information of the quality of the test item, whether it is good
item or poor item.
1. Difficulty Level of The Item
The difficulty level of item means the percentage of pupils who answer correctly each test item. “The item difficulty is fraction of the
persons taking an item who answer it correctly”.
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Heaton states that “The index of difficulty “of facility value of an item simply shows how easy or
difficult the particular item provide in the test. The index of difficulty facility value is generally expressed as the fraction percentage of the
students who answered the item correctly”.
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A good test item should have a certain degree of difficulty. It may not be too easy or too difficult because the test that is too easy or too
difficult will yield same score distribution that make it hard to identify
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Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan, Jakarta; Bina Aksara, 1987, p. 205
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J. Stanley Ahmann and Marvin D. Glock, Evaluating Pupil Growth..., p. 184
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Norman E. Gronlund, Constructing Achievement..., p. 85-86.
67
Anthony J. Nitko, Educational Test..., p. 288
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J.B Heaton, Writing English..., p. 178
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reliable differences in achievement between the pupils who have done well and these who have done poorly. Suharsimi Arikunto says;
”Soal yang baik adalah soal yang tidak terlalu mudah atau tidak terlalu sukar. Soal yang terllau mudah tidak merangsang siswa untuk
mempertinggi usaha siswaq untuk memecahkannya. Soal yang terlalu sukar akan menyebabkan siswa
menjadi putus asa dan tidak mempunyai semangat untuk mencoba lagi karena diluar jangkauannya”.
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By analyzing the students’ response to the items, the level of difficulty of each item can be known and the information will be helpful
for teacher in identifying concepts to re-teach the study material. In addition, by analyzing the facility value, the teacher will know if the item
is easy, moderate, or difficult, M. Chobib Thoha states; “item yang baik adalah item yang tingkat kesukarannya dapat diketahui
tidak terlalu sukar dan tidak terlalu mudah. Sebab tingkat kesukaran itu memiliki korelasi dengan daya pembeda. Bilamana item memiliki tingkat
kesukaran maksimal, maka daya pembedanya akan rendah, demikia pula bila item itu terlalu mudah juga tidak akan memiliki daya pembeda”.
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To measure the difficulty level of each item, the writer uses the Heaton’s formula; the formula is like this:
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n L
Correct U
Correct FV
2 +
= Explanation:
FV : Facility value or item of difficulty that we are looking for
CU : Sum of the students from the upper group who answer correctly
CL : Sum of the students from the lower group who answer correctly
2n : Total number of the students from upper and lower group.
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Suharsimi Arikunto, Dasar – dasar..., p. 207
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M. Chobib Thoha, Teknik Evaluasi Pendidikan, Jakarta; PT. Raja Gafindo Persada, 2003, p. 145
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J.B. Heaton, Writing English..., p. 178
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After calculating the difficulty level of each item, the writer calculates the index of difficulty of all item by this formula;
P = ∑b
N
P : difficulty level of all items B : difficulty level of each items
∑ : Sigma total N : Total numbers of test items.
To know the criteria of the difficulty level of each item and all items, the writer uses the measurement level referred to Suharsimi Arikunto’s
book.
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If the FV is:
Difficult : 0.00 – 0.30 Moderate
: 0.31 – 0.70 Easy
: 0.71 – 1.00
The level of facility value shows the easiness or difficultness of test items for that group. So, the level of facility value is influenced by the
students’ competence. The result will be different if the test is given to another group of learners or students.
E. The Importance of Item Analysis
