<![CDATA[This study aims to analyze the quality of mid-semester assessment (PTS) items in the IPAS subject for fourth-grade students at MI Ma’arif Panjeng Ponorogo using Classical Test Theory and Item Response Theory approaches. The analysis was conducted to evaluate item discrimination at the individual item level and overall instrument quality. This research employed a descriptive quantitative approach, with documentation as the data collection technique based on students’ answer sheets. Item discrimination was analyzed using Corrected Item–Total Correlation through SPSS, while overall instrument quality was evaluated using the Rasch Model with WINSTEPS software. The results indicate that most items demonstrate adequate discrimination according to classical analysis, whereas the Rasch analysis shows an Item Separation Index of 0.68, suggesting a limited ability of the instrument to distinguish different levels of item difficulty. These findings indicate that although individual items function adequately, the assessment instrument as a whole requires further refinement to achieve more accurate and effective measurement.]]>
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