c. Level of Difficulty
Good question is a question that is not too difficult and not too easy Suharsimi, 2013: 222. The same opinion was expressed by
Anas Sudjiono 2011: 307, the test item can be said as a good item if the item is not too difficult and not too easy, in other words the
level of difficulty of the items is medium or sufficient. The question which is too easy will not stimulate learners to heighten efforts to
solve it. Too difficult question will causes students become desperate and do not have the spirit to try again because beyond his reach. The
level of difficulty is seen from the ability of learners to answer it, not from the standpoint of the teacher as a question maker. The analysis
technique to determine the level of difficulty is by using the following formula:
� = �
�� Notes:
P =
index of difficulty B
= the number of students who answered the question
correctly JS
= the total number of student who participated in test
Suharsimi, 2013: 223 The criteria of difficulty index of questions are as follows:
P 0,71 = easy category of question
0,31 – 0,70
= medium category of question P 0,30
= difficult category of question Suharsimi, 2013: 225
The good question should not be too difficult and not too easy. If the question has a difficulty level of medium that meets the
difficulty index from 0.31 to 0.70, it can be said as the good question.
d. Discrimination index
According to Daryanto 2007: 183, discrimination index is the ability of a question to distinguish between students who are good
have a high ability with the less good students have a low ability. According to Nana Sudjana 2005: 141, the discrimination index
analysis examine those question items in order to know about the ability to distinguish students who are classified as good have a high
performance with students who are classified as less or weak performance. Ngalim Purwanto 2009: 120 also revealed that the
discrimination index is about the ability to distinguish students who can be classified into smart group with students that classified into
less smart group. Thus, when the question is given to children who are able to do it, the results demonstrate a high achievement, and
when given to students who are weak, the result is low. Tests with no distinguishing features will not produce the results in accordance
with the actual ability of learners. All the participants of the tests are grouped into 2 groups,
clever or upper group and lower group. After divided into two groups, discrimination index can be calculated using the following
formula:
� = �
� − �
� = � − � Notes:
D =
discrimination index �
= number of participants in upper group who
answered questions correctly �
= number of participants in upper group who
answered questions incorrectly J
= number of test participants
� =
number of participants in upper group �
= number of participants in lower group
� − �
� =
proportion of participants in upper group who answered questions correctly
� − �
� =
proportion of participants in lower group who answered questions correctly
Suharsimi, 2013: 228 Classification of discrimination index are as follows:
D = 0,00 - 0,19 = poor D = 0,20
– 0,39 = satisfactory D = 0,40
– 0,69 = good D = 0,70
– 1,00 = excellent Suharsimi, 2009: 232
The higher coefficient of discrimination index of a test item, the more ability of test item to distinguish students who master the
material with students who did not master the material.
e. Distribution Pattern Answers