<![CDATA[Schools/madrasah examination is often overlooked by the practitioner as the importance of education, especially in the last 5 years, ie since the establishment of a national exam. As we know that it is the ï¬ nal assessment for all subjects in the group of religious and noble character, civic groups and personalities, aesthetics, and the physical, sports, and health. Final assessment is used as one of the requirements for determining the graduation of students from the educational unit. (Department of Education, 2008:24-25)
Graduation criteria as stated in the Minister of Education No. 45/2010 of which states that graduation of students in national examinations is determined by the combination of the results of school examinations and the results of a national examination with 60% weighting of the national examination and 40% school/ madrasah examination. (Article 6) As for the subjects that are not tested in the national, graduation of students is determined by the combined value of the average value of the semester report cards 1,2,3,4 and 5 with the results of the schools/madrasah examination with a weighting of 60% ï¬ nal examination and 40% of the average value of the semester report cards 1,2,3,4 and 5. It is a very signiï¬ cant role in determining the graduation of students (Article 5).
This study will reveal the quality of the exam tests at school/madrasah of aspects of the preparation procedure, the validity and reliability levels. In particular, this study will analyze three aspects are the subjects of Islamic Religious Education high school level. The research method used is a mixture of research methods (mixed method) qualitative-quantitative model of Sequential Explanatory Design as presented by John W. Creswell. (Creswell, 2010:209)
Key Words: Validity, Reliability, Islamic Religious Subject, Examination]]>
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