<![CDATA[This study evaluates the quality of Arabic test items in madrasah assessments using a quantitative approach based on Multidimensional Item Response Theory (MIRT). The sample comprised 321 twelfth-grade students from MAN 1 Surakarta, purposively selected because the institution implements systematic and independent assessments. Data were obtained from student responses to the final Arabic examination in the 2022/2023 academic year. Exploratory Factor Analysis (EFA) was first conducted to identify the dimensional structure of the test, using the criteria KMO > 0.60 and a significant Bartlett’s Test of Sphericity (p < 0.05). Factor extraction was determined by eigenvalues > 1 and supported by scree plot inspection. Model fit was subsequently examined using a MIRT 2-parameter logistic (2PL) model in R, with evaluation indicators RMSEA < 0.06, CFI > 0.90, and TLI > 0.90. Item parameters included discrimination (d) and difficulty (b), where discrimination was classified as: < 0.00 (unacceptable); 0.00–0.34 (very low); 0.35–0.64 (low); 0.65–1.34 (moderate); ≥ 1.35 (high). The findings reveal substantial variability in item performance. Most items demonstrated acceptable discrimination; however, 16 items had negative discrimination, indicating weaknesses in content representation and item construction. A few items (items 1, 3, 7, 10, and 22) showed high discrimination and are highly informative. Difficulty levels were dominated by easy items, which limited the test’s ability to distinguish between medium- and high-ability examinees. The study recommends revising misfitting items, adding items with moderate difficulty and d > 0.65, and enhancing validity through Confirmatory Factor Analysis and bias detection using DIF analysis.]]>
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