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Analysis of the level of difficulty of questions in assessment tests based on literature review Syahrani, Syahrani; Arnol, Allya Mecca; Arafa, Cayhan Aditya; Azhara, Fadillah; Silalahi, Andre Liano Putra
EDUCTUM: Journal Research Vol. 5 No. 1 (2026): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v5i1.1450

Abstract

Analyzing each exam question is a fundamental step in ensuring the quality of assessment instruments used in the instructional process. One crucial parameter in evaluation is the analysis of the level of question difficulty, as this is directly proportional to the accuracy of measuring student learning outcomes. This study aims to provide a comprehensive explanation of the concept of level of difficulty, the procedure for creating quality questions, and the urgency of item evaluation in creating balanced and fair assessments. This study uses a descriptive qualitative approach with a literature study method (library research). Data were obtained from secondary sources including textbooks, journal articles, and various relevant scientific documents, which were then analyzed using content analysis techniques. The results of the study indicate that ideal questions must meet the balance between the level of difficulty (P) and discriminating power (D). Quality questions are not extreme; questions that are too easy will reduce test reliability, while questions that are too difficult can trigger anxiety and despair in students. The conclusion of this study confirms that teachers' understanding of descriptive item statistics—including the effectiveness of distractors—is an absolute requirement for improving educator professionalism in building quality question banks and supporting the objective achievement of learning objectives.
PENJELAJAHAN SAMUDRA ORANG-ORANG EROPA Rosmaida, Rosmaida Sinaga; Syahrani, Syahrani; Elia, Elia Br. Ginting; Hendrison, Hendrison Adipura Hasibuan; Yonathan, Yonathan Louis Pratama Lase
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34158

Abstract

Maritime exploration by European nations between the 15th and 17th centuries was driven by a number of factors, including the fall of Constantinople, which cut off overland trade routes to Asia, advances in navigational technology such as the compass and caravels, and the desire to acquire wealth (gold), glory, and spread Christianity. Portugal and Spain were the main pioneers in opening new trade routes to Asia, followed by the Netherlands and England, who continued to expand their explorations to various parts of the world. These exploration activities had a major impact, such as the establishment of international trade routes, the colonization of new regions, cultural exchange, and social and economic changes in the explored regions. This event marked the beginning of the era of globalization that has influenced modern world history.