: the proportion of pupil who answered the item correctly in the upper group
: the proportion of pupil who answered the item correctly in the lower group
26
Table 2.2 The classification of Discrimination Index:
27
DP Quality
Recommendation 1.0 - 0.70
Excellent Retain
0.70 - 0.40 Good
Possibilities for improvement 0.40 - 0.20
Mediocre Need to checkreview
0.00 - 0.20 Poor
DiscardReview in Depth -0.01
Worst Definitely Discard
A test has discrimination index if more of the upper group answer the questions correctly than the lower do.
28
By Analyzing the discrimination index of each item, it will show the information that
helps the teacher in identifying the flaws, giving further explanation about material, and also giving the feedback in learning materials.
c. Distracter Effectiveness
To diagnose the problem shown in difficulty and discrimination index, the proportion of student choosing the distracter can also be
calculated to assess how the distracters are functioning. It can be compared with the proportion of students choosing the correct
response. The distracter is considered as effective if it is chosen by the most of students in a lower group. If the distractor is mostly chosen by
26
Ibid, pp. 213-214.
27
Ibid, p. 218.
28
Karmel, op. cit.
the upper group, it can be said that the distracter did not function as it
should be.
One of the objectives of item analysis is to know about the answer distribution to a subject in alternative answers. Through distracter
efficiency, teacher may know the number of students who answered correctly, which distractor is too showy and make it easier for students
not to vote, the misleading distracter and the distractor who managed to attract lower group students.
29
Distractor is considered as an effective functioning if it is selected at least by 5 of examinees, and if it is chosen by less than
5 of examinees, it means that the distracter is categorized as an ineffective non-functioning distracter. This principle is based on
Marrie Tarrant’s theory,
30
and Suharsimi Arikunto’s theory.
31
C. Relevant Studies
The research concerning in item analysis have numerously been carried out by. The first study comes from Sunan Kalijaga State Islamic University
written by Rakhmaddiniah Sulistyawati 2012. The title of her study is “An
Analysis of items on Arabic Final Examination on the eighth grade of State Islamic Junior High School Piyungan, Bantul Academic Year 20122013. This
study focused on the validity, reliability, discriminating power, level of difficulty and the conformity between item test, standard competence and basic competence.
This study use program from Microcat Model ITEMAN version 3.0 and Anates version 4.0.5 to study the data. Although this study use document based analysis,
the researcher here also uses computer analysis program to make her analysis of data easier to process. The result of her study is 55 of the items are valid, the
reliability score passed 0.83 which means good, the difficulty level of the items is
29
Sumarna Surapranata, Analisis, Validitas, Realibilitas, dan Interpretasi Hasil Tes, Bandung: Remaja Rosdakarya Offset, 2006, pp. 43-44.
30
Marrie Tarrant, et.all, “An Assessment of Functioning and Non-functioning Distractors in Multiple-
Choice Questions”, BMC Medical Education, 9, 2009, p. 2.
31
Arikunto, op. cit., p. 220.
