Analisis Validitas Butir Soal pada Asesmen Sumatif Bahasa Inggris Kelas VII di SMPN 4 Bukittinggi

Nurul Fadila (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)
Eliza Eliza (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)
Lena Sastri (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)
Veni Roza (Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi)

Didactum
Vol. 1 No. 1 (2026): Maret 2026

Content validity is an essential aspect of classroom assessment because it determines the extent to which test items represent the intended learning objectives and instructional content. In the implementation of the Merdeka Curriculum, summative assessments are expected to accurately measure students' achievement based on the Tujuan Pembelajaran. However, preliminary observations at SMPN 4 Bukittinggi indicated that several English summative test items assessed materials that had not been taught and were not systematically developed using a test blueprint. Therefore, this study aimed to analyze the content validity of the English summative test administered to Grade VII students by examining the alignment between the test items and the intended learning objectives. This study employed a descriptive qualitative research design using document analysis. The data consisted of 50 multiple-choice summative test items, which were analyzed using a content validity checklist adapted from Haladyna and Rodriguez (2013). The checklist evaluated four criteria: content relevance, objective clarity, content coverage, and language appropriateness. The findings revealed that 43 out of 50 test items (86%) were aligned with the learning objectives, while seven items (14%) were classified as not aligned. Among the four evaluation criteria, language appropriateness achieved the highest percentage (100%), followed by objective clarity (98%), content coverage (86%), and content relevance (84%). The misaligned items primarily assessed competencies scheduled for Semester II rather than Semester I, reducing the representativeness of the assessment. The findings indicate that the English summative test generally demonstrated a high level of content validity; however, improvements in content relevance and content coverage are still necessary to achieve complete alignment with the curriculum. The study recommends the use of a test blueprint and systematic alignment analysis to improve the quality and validity of classroom assessments.