opinions, and perceptions a person or group of people or social phenomena Sugiyono, 2010:93. The scale likert scale is always,
often, seldom, and never. Alternative answers and score were distributed to students classified through the following table:
Table 4. Scoring Rubric
Alternative Answer
Score Positive Statement
Score Negative Statement
Always 4
1 Often
3 2
Seldom 2
3 Never
1 4
Table 5. The Framework of Student Learning Motivation Variable
Indicators Item
Total Motivation 1.
Diligence in doing the task 2.
Always being encouraged 3.
Showing interest in all kinds of problems
4. Usually working independently
5. Quickly being bored with routine
tasks 6.
Being able to defend his opinion 7.
Not easy to let go of these beliefs 8.
Diligence to
locate and
troubleshoot problems 1, 2, 3
4, 5, 6, 7 8, 9, 10
11, 12, 13 14, 15, 16
17,18 19
20 3
4 3
3 3
2 1
1
Total 20
Negative Statement Source: Sardiman 2011: 83 with modification
b. Field Notes
Field notes in this research was made during the process of learning blended learning. Field notes that was made by researcher as
observer to record the time of learning begin, the number of students in attendance, the procedure of the implementation of the action, the
classroom environment, and others.
G. Instruments Asessment
1. Validity
a. Test Instrument
1 Construction Validity
A test was said to have the validity of the construction when the details matter in the test measure every aspect of thinking like
was mentioned in the the purpose of special instructional Suharsimi Arikunto, 2012:83. Instrument test in this research was
detailed based on standard competence, basic competence and indicators in the sylabus that was prepared by the school.
2 Item Validity
A valid research instrument showed the results of the research were in accordance with the fact. Instruments in the form of
objective tests and essay in this research was measured using the validity of the item.
a Formula to calculate the validity of the multiple choice
tests √
Description: =biserial correlation coefficient
= average score from subject who answer true from validity item
= average total score = deviation standar from proportion total score
= student who answered true = student who answered false = 1 -
Suharsimi Arikunto, 2012: 93
b Formula to calculate the validity of the essay test
Formula to calculate the validity of items by using the formula of correlation product moment with rough
numbers, that is as follows.
∑ ∑ ∑ √ ∑
∑ ∑
∑
Description: r
xy
= coefficient correlation between X variable and Y variable
N = number of value in each data
∑ = sum of the products of paired scores ∑
= sum of x scores ∑ = sum of y scores
∑
2
= sum of squared x scores ∑
2
= sum of squared y scores Suharsimi Arikunto, 2012: 87
The results of validity test in this research were 5 of 10 questions in multiple choice cycle I and cycle II is valid,
and all of questions in essay cycle I and cycle II is valid. b.
Non Test Instrument The validity of non test instrument was tested using construct
valdity. The validity of invalid constructs in this study is done by constructing the measured aspects with specific theories, once it is
constructed by experts, i.e. Lecturer supervisor. 2.
Realibility Realibility is a level or degree of consistency of an instrument Zainal
Arifin, 2012:258. Test instruments form in this research was tested using
the realibility method of dividing two split-half method with the formula Spearman-Brown, that is as follows.
⁄ ⁄
⁄ ⁄
Description: r
½ ½
= correlation between scores every split test r
11
= realibility coefficient that was appropriate Suharsimi Arikunto, 2012: 107
Interpretation of the correlation coefficient using the following criteria: 0,81 - 1,00 = very high
0,61 - 0,80 = high 0,41 - 0,60 = fair
0,21 - 0,40 = low 0,00 - 0,20 = poor
Zainal Arifin, 2012: 257 The results of realibility test in this research were multiple choice in cycle
I is -0,04 , multiple choice in cycle II is -0,30, essay in cycle I is 0,15, and essay in cycle II is 0,79.
3. The Level of Difficulty
The level of difficulty is a level of balance from the level of questions with the proportion easy, medium, and difficult Nana Sudjana, 2013:135.
The following formula to measure the difficulty of the test objective multiple choice and essay.
a. The formula for measuring the level of difficulty of the test
objective multiple choice:
Description: I = difficulty index for every question
B = total of students who answered true N = total of students who answered to the questions
Nana Sudjana, 2013: 137 The criteria was used to assess multiple choice question difficulty
and essay are as follows: – 0,30 = difficult,
0,31 – 0,70 = medium,
0,71 – 1,00 = easy
Nana Sudjana, 2013: 137 b.
Formula to measure essay is:
The criteria used to estimate the level of difficulty of essay are as follows:
1. Total of students who failed over 27, easy.
2. Total of students who failed between 28 till 72, medium.
3. Total of students who failed over 72, difficult.
Zainal Arifin, 2012: 273 4.
Discrimination Index Calculation of discrimination index is a measurement of how far a
question can be able to distinguished by students who have mastered the competency of the learners who have not less mastered the competencies
based on certain criteria Zainal Arifin, 2012: 273. a.
Formula to measure discrimination index every questions of multiple choice test is:
