Nisa Nur Azizah, 2015 The
Effect Of Educational Card Game On Students’ Creativity And Conceptual Understanding In Learning Excretory System
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
2. Difficulty Level
Level of difficulty means level of difficulty of the student’s ability to answer
questions, but it is not from the perspective of a teacher. Good questions are the question which is not too esay or too difficult to be answered Arikuto, 2012.
According to Arikunto 2012, the questions which are too easy will not stimulate the students to try harder to solve it, while too difficult questions will make
students give up. The proportion of three categories based on the normal curve. It means that most of the problems are in the medium category, some are included
into the category of easy and difficult with balanced proportions. The formula based on Arikunto 2012 that is used to determine the level of difficulty in the
question is shown as below.
P =
Where, P
= Difficulty level B
= Number of students who answer correctly N
= Total number of students
The smaller index obtained, the more difficult questions. Otherwise, the greater index gained, the easier of question The difficulty index criteria is shown
in Table 3.8.
Table 3.8 Difficulty Level Criteria
Value Criteria
– 0,30 Difficult
0,31- 0,70 Middle
0,71 - 1,00 Easy
Arikunto, 2012 The difficulty level result after analysis test is shown in Table 3.9.
Tabel 3.9 Difficulty Level Result in Limited Test
No. Category
Frequency Question Number
Sum Percentage
1. Easy
9 30
1, 2, 6, 7, 11, 12, 14, 15, 16 2.
Medium 13
43,33 5, 8, 9, 10, 13, 17, 18, 20, 22, 24, 27,
Nisa Nur Azizah, 2015 The
Effect Of Educational Card Game On Students’ Creativity And Conceptual Understanding In Learning Excretory System
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
No. Category
Frequency Question Number
Sum Percentage
29, 30 3.
Difficult 8
26,67 3, 4, 19, 21, 23, 25, 26 28
Total 30
100
3. Validity
Scarvia B. Anderson stated that a test is valid if it measured what it purposed to measure in Encyclopedia of Educational Evaluation Arikunto, 2003. In other
word, a test can be categorized as valid if that test can measure what should be measured.
The validity test is conducted by comparing the student’s score on a test to some external measure of the same trait that the test measures Jacob Chase,
1992. To determine the suitability of the instrument with the material, it is done with the product moment correlation equation as follows.
∑ [ ∑
∑ ]
√[ ∑
∑ ][
∑ ∑
]
Where, r
xy
= correlation coefficient between x and y variable x
= total score in test item y
= total score of student n
= amount of student Interpretation about r
xy
divided into different categories can be seen on Table 3.10.
Table 3.10 Validity Interpretation
C orre lation C oe ficie nt Validity C rite ria
0,80 ≤ r
xy
≤ 1,00 Very high validity
0,60 ≤ r
xy
0,80 High validity
0,40 ≤ r
xy
0,60 Enough validity
0,20 ≤ r
xy
0,40 Low validity
0,00 ≤ r
xy
0,20 Very low validity
r
xy
0,00 Invalid
Arikunto, 2012
Nisa Nur Azizah, 2015 The
Effect Of Educational Card Game On Students’ Creativity And Conceptual Understanding In Learning Excretory System
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
In this study, instruments were validated by the experts. The validity test result is shown in Table 3.11.
Table 3.11 Validity Test Result
No. Category
Frequency Question Number
Sum Percentage
1. Not valid
7 23,33
1, 2, 3, 6, 11, 21, 23 2.
Very Low 4
13,33 4, 19, 26, 28
3. Low
4 13,33
5, 7,13, 29 4.
Medium 5
16,67 8, 12, 17, 18, 27
5. High
8 26,67
9, 10, 14, 19, 20, 22, 24, 30 6.
Very high 2
6,67 15,16
Total
30 100
4. Reliability
