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All Journal Jurnal Pendidikan Agama Islam MANAGERIA: Jurnal Manajemen Pendidikan Islam Nusantara: Jurnal Pendidikan Indonesia
Iqbal Faza Ahmad
Universitas Negeri Yogyakarta, Indonesia
Education

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Journal : Jurnal Pendidikan Agama Islam

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Analysis of Items with Item Response Theory (IRT) Approach on Final Assessment for Al-Quran Hadith Subjects Ahmad Syafii; Haryanto Haryanto; Iqbal Faza Ahmad; Arifah Fauziah
Jurnal Pendidikan Agama Islam Vol 18 No 1 (2021): Jurnal Pendidikan Agama Islam
Publisher : Department of Islamic Education, The State Islamic University Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.2021.181-09

Abstract

Measurement in the field of education, especially the teaching and learning process can be done with measuring tools in the form of tests and non-tests. Islamic Religious Education is considered the same as other subjects. to realize student success is also measured through evaluation, which is a systematic process to obtain information about the effectiveness of teaching and learning activities. In addition, it can also assist teachers in achieving learning objectives and describe student achievement in accordance with predetermined criteria. This study aims to analyze the Year-End Assessment of MAN 2 Bantul for the 2020/2021 academic year consisting of 25 multiple-choice questions. The items analyzed in the report have a total number of responses of 265 students. Item analysis using analysis with modern test theory ( Item Response Theory ). The results showed that the results of the model fit test showed that the instrument fit on the 2 PL model (Logistics parameter) with the lowest AIC value, namely 4874.85. The results of the parameter analysis of the level of difficulty indicate that there are 4 questions that are categorized as very easy, 4 easy questions, 15 moderate questions, 1 difficult question, and 1 very difficult question. This shows that the distribution of the difficulty level parameters is quite balanced. The results of the analysis of the different power parameters show that there are 23 good questions, 1 fairly good question, and 1 bad question. This shows that the different power level parameters are quite good. The results of the estimation of students' abilities with the MLE estimator showed that there were no students who had abilities below -4. There are 15 students with abilities above 2.00. There are 165 students who fall into the good category (ability -2 to 2 and 9 students who have abilities below -2. Based on the plot of the information function, it can be concluded that the optimal test if given to individuals with low abilities is around -1.2. Accurate questions to measure students' abilities with a range of -2.5 to 1.2.
Utilizing Item Response Theory Approach for Calibrating Items in the Final Assessment of Islamic Cultural History Subject Rani Putri Prihatin; Siti Fatonah; Iqbal Faza Ahmad
Jurnal Pendidikan Agama Islam Vol 19 No 2 (2022): Jurnal Pendidikan Agama Islam
Publisher : Department of Islamic Education, The State Islamic University Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.2022.192-09

Abstract

Purpose –The aim of this exploratory descriptive study with a IRT approach is to evaluate the quality of items used in the final assessment of 10th grade Islamic cultural history subject at Madrasah Aliyah Negeri (MAN) 2 Bantul Yogyakarta. Design/methods/approach–Data was collected through documentation of student responses at the end of the year assessment. Student response data were analyzed using the item response theory approach. Findings – Based on the analysis of 25 questions on the Islamic Cultural History subject at MAN 2 Bantul, the study concludes that the instrument fits the 1 PL model (Logistics parameter), as indicated by the results of the model fit test. The parameter analysis of item difficulty level with the 1 PL model reveals that 7 items fall under the very easy category, 5 items under the easy category, 9 items under the medium category, and 4 items under the very difficult category. Notably, none of the items fall under the difficult category in this 1 PL model. Research implications/limitations –The findings on the distribution of item difficulty levels could guide educators in revising and improving the quality of assessment tools, ensuring that the questions are well-balanced and challenging enough to effectively evaluate students' knowledge and skills. Moreover, the absence of items falling under the difficult category in the 1 PL model suggests a need for more rigorous and challenging items to enhance the validity and reliability of the assessment instrument. Originality/value–The research value of this study lies in its contribution to the development of a valid and reliable assessment tool in the field of Islamic cultural history subject.
Co-Authors Ahmad Syafii Arifah Fauziah Gusti Gede Diva Pari Sangga Haryanto Haryanto Rani Putri Prihatin Siti Fatonah