<![CDATA[This research is based on the need to develop learning outcome test instruments that are prepared based on input and teacher needs, especially in the context of IPAS learning which requires the Implementation of inclusive assessments. This study aims to: (1) determine the level of theoretical validity of the inclusive IPAS learning outcome test instrument in grade IV elementary school students; (2) examine the empirical validity of the instrument through the analysis of question items; (3) Analyze the reliability, differentiating power, and difficulty level of the test instrument; and (4) assessing the level of practicality of the test instrument based on the teacher's assessment. The type of research used is Development research (R&D) by applying the ADDIE model which includes the stages of Analyze , Design , Develop, Implement, and Evaluate. The research subjects consisted of 32 students in the limited trial stage and 64 students in the expanded trial stage. Data analysis was carried out qualitatively and quantitatively through expert validation, question item analysis, and instrument reliability tests. The results of the study showed that: (1) the test instrument was declared theoretically valid based on the assessment of two expert validators, with an average validity score of 3.41 content aspects, 4.25 construction aspects, and 4.12 language aspects, all of which were in the valid category; (2) the results of the empirical validity test show that 23 questions out of a total of 40 items are declared valid; (3) the reliability test at the expanded trial stage produced a reliability coefficient of 0.78 in the high category, with a differentiating power of 35% in the very good category and a difficulty level of 40% in the very easy category; and (4) based on the assessment of experts and homeroom teachers, the test instrument was declared very practical to be used in inclusive science learning. ABSTRAKPenelitian ini dilatar belakangi oleh kebutuhan pengembangan instrumen tes hasil belajar yang disusun berdasarkan masukan serta kebutuhan guru, khususnya dalam konteks pembelajaran IPAS yang menuntut pelaksanaan asesmen secara inklusif. Penelitian ini bertujuan untuk: (1) mengetahui tingkat validitas teoretis instrumen tes hasil belajar IPAS inklusif pada siswa kelas IV sekolah dasar; (2) mengkaji validitas empiris instrumen melalui analisis butir soal; (3) menganalisis reliabilitas, daya pembeda, dan tingkat kesukaran instrumen tes; serta (4) menilai tingkat kepraktisan instrumen tes berdasarkan penilaian guru. Jenis penelitian yang digunakan adalah penelitian pengembangan (R&D) dengan menerapkan model ADDIE yang meliputi tahapan Analyze , Design , Develop, Implement, dan Evaluate. Subjek penelitian terdiri atas 32 siswa pada tahap uji coba terbatas dan 64 siswa pada tahap uji coba diperluas. Analisis data dilakukan secara kualitatif dan kuantitatif melalui validasi ahli, analisis butir soal, serta uji coba reliabilitas instrumen. Hasil penelitian menunjukkan bahwa: (1) instrumen tes dinyatakan valid secara teoretis berdasarkan penilaian dua validator ahli, dengan skor rata-rata validitas aspek isi 3,41, aspek konstruksi 4,25, dan aspek bahasa 4,12, yang seluruhnya berada pada kategori valid; (2) hasil uji validitas empiris menunjukkan bahwa 23 butir soal dari total 40 butir dinyatakan valid; (3) uji reliabilitas pada tahap uji coba diperluas menghasilkan koefisien reliabilitas sebesar 0,78 termasuk dalam kategori tinggi, dengan daya pembeda sebesar 35% berkategori sangat baik serta tingkat kesukaran sebesar 40% berada pada kategori sangat mudah; dan (4) berdasarkan penilaian ahli dan guru wali kelas, instrumen tes dinyatakan sangat praktis untuk digunakan dalam pembelajaran IPAS inklusif.]]>
