CLASSICAL TEST THEORY ANALYSIS USING ANATES: A STUDY OF MATHEMATICS READINESS TEST FOR ELEMENTARY SCHOOL STUDENTS
DOI:
https://doi.org/10.51878/science.v5i1.3863Keywords:
Classical Test Theory, ANATES, Item Analysis, Mathematics Assessment, Psychometric PropertiesAbstract
Penilaian kesiapan siswa dalam matematika membutuhkan alat ukur yang kuat berdasarkan prinsip-prinsip psikometrik yang baik. Studi ini meneliti penerapan Teori Tes Klasik (CTT) dalam menganalisis tes kesiapan matematika melalui platform perangkat lunak ANATES. Data dikumpulkan dari 214 siswa sekolah dasar yang menyelesaikan penilaian pilihan ganda 15-item. Analisis tersebut mengungkapkan koefisien reliabilitas sedang (0,68, 95% CI [0,60, 0,76]), dengan indeks diskriminasi berkisar antara 20% hingga 84,48%. Tingkat kesulitan item menunjukkan konsentrasi yang signifikan dalam kisaran sedang (73,3% item), sementara analisis pengalih menunjukkan kinerja yang luar biasa dengan 86,7% opsi dinilai sebagai "Sangat Baik." Temuan ini menunjukkan bahwa meskipun tes tersebut menunjukkan sifat-sifat psikometrik yang dapat diterima untuk penggunaan di kelas, peningkatan yang ditargetkan dalam reliabilitas dan distribusi kesulitan dapat meningkatkan efektivitasnya sebagai alat penilaian.
ABSTRACT
The assessment of student readiness in mathematics demands robust measurement tools based on sound psychometric principles. This study examines the application of Classical Test Theory (CTT) in analyzing a mathematics readiness test through the ANATES software platform. Data were collected from 214 elementary school students completing a 15-item multiple-choice assessment. The analysis revealed a moderate reliability coefficient (0.68, 95% CI [0.60, 0.76]), with discrimination indices ranging from 20% to 84.48%. Item difficulty levels showed significant concentration in the moderate range (73.3% of items), while distractor analysis indicated exceptional performance with 86.7% of options rated as "Very Good." These findings suggest that while the test demonstrates acceptable psychometric properties for classroom use, targeted improvements in reliability and difficulty distribution could enhance its effectiveness as an assessment tool.
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