Assessing student learning outcomes, particularly through teacher-constructed multiple-choice tests, plays a crucial role in education. However, the quality of these test items is often not examined systematically. This study, conducted by Siti Fauriziah, Rufi'i, and Sabariah from Universitas PGRI Adi Buana Surabaya in April 2026, aims to dissect the quality of multiple-choice items on the topic of chemical buffer solutions for Grade XI students.
The Importance of Item Quality Analysis
Many teacher-made tests used to evaluate student achievement have not undergone rigorous item analysis processes. Without this analysis, the validity and reliability of the learning outcomes obtained become questionable. This research employs the Classical Test Theory approach to evaluate how each item functions in measuring students' understanding of complex chemistry topics such as buffer solutions.
Research Methodology
The researchers applied a quantitative descriptive design to provide an objective overview of the test instrument's characteristics. Data analyzed were derived from 25 multiple-choice items administered to 35 students. The analysis was conducted using ANATES software, focusing on four main parameters:
- Item Difficulty: Measuring whether the items are too easy or too difficult for students.
- Discrimination Index: Assessing the ability of items to differentiate between high-achieving and low-achieving students.
- Distractor Efficiency: Evaluating how well the incorrect options function in misleading students who do not grasp the material.
- Reliability: Measuring the consistency of the test results.
Key Findings: Status of Test Items
The research results indicate that although the tests have been in use, there is variation in quality among the 25 items. The ANATES analysis provides detailed insights into which items are suitable for use and which require revision. These findings are vital for chemistry teachers to improve the quality of their evaluation instruments so that they more accurately reflect students' actual abilities in understanding buffer solution material.
Implications for Chemistry Teachers
The findings affirm that teachers should not merely create test items but must perform routine post-test evaluations. By using an approach such as the one exemplified in this study, teachers can:
- Improve Item Banks: Replace or revise ineffective items (e.g., items that are too easy or distractors that do not function).
- Increase Assessment Accuracy: Ensure that the grades students receive are truly based on valid and reliable tests.
- Develop Professionalism: Enhance teacher literacy in educational evaluation, making assessments an integral part of improving learning quality.
Author Profile:
- Siti Fauriziah – Researcher, Universitas PGRI Adi Buana Surabaya; Expertise: Chemistry Education and Educational Evaluation.
- Rufi'i – Researcher, Universitas PGRI Adi Buana Surabaya; Expertise: Educational Management.
- Sabariah – Researcher, Universitas PGRI Adi Buana Surabaya; Expertise: Chemistry Education.
Research Source: Fauriziah, S., Rufi'i, & Sabariah. (2026). "Quality of Multiple-Choice Items on Buffer Solution Material: A Study of Reliability, Difficulty, Discrimination, and Distractor Efficiency". International Journal of Education and Life Sciences (IJELS), 4(4), 536-556. DOI: https://doi.org/10.59890/ijels.v4i5.11
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