ANALISIS INSTRUMEN ASESMEN MATA PELAJARAN AKUNTANSI DI SMK NEGERI 1 BANDUNG

• Main Author: Muhayan, - (Author)
• Format: Book
• Published: 2019-12-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/44292/1/S_PEA_1507191_Title.pdf; http://repository.upi.edu/44292/2/S_PEA_1507191_Chapter1.pdf; http://repository.upi.edu/44292/3/S_PEA_1507191_Chapter2.pdf; http://repository.upi.edu/44292/4/S_PEA_1507191_Chapter3.pdf; http://repository.upi.edu/44292/5/S_PEA_1507191_Chapter4.pdf; http://repository.upi.edu/44292/6/S_PEA_1507191_Chapter5.pdf; http://repository.upi.edu/44292/7/S_PEA_1507191_Appendix.pdf
• Keywords: HF5601 Accounting; L Education (General); LB1603 Secondary Education. High schools

Penelitian ini bertujuan untuk mengetahui kualitas instrumen asesmen mata pelajaran akuntansi di SMK Negeri 1 Bandung berdasarkan kriteria validitas, reliabilitas, taraf kesukaran, daya pembeda, efektifitas distraktor, serta kesesuaian butir-butir soal dengan dokumen yang menjadi landasan dalam penyusunan soal tersebut. Metode yang digunakan dalam penelitian ini adalah metode desktriptif yang dikuantifikasi untuk mempermudah dalam pengambilan kesimpulan. Berdasarkan analisis secara manual menggunakan bantuan aplikasi Microsoft Office Excel 365 diperoleh hasil bahwa, (1) dari 40 butir soal yang diteskan memiliki kriteria valid sebanyak 85% dan tidak valid sebanyak 15%, (2) perangkat soal yang dinyatakan reliabel pada katagori sangat tinggi dengan nilai 0,8017, (3) komposisi butir soal berdasarkan taraf kesukaran terdiri atas soal dengan katagori mudah, sedang, dan sukar dengan persentase secara berturut-turut 48%, 50% dan 1%, (4) soal memiliki daya pembeda dengan predikat Excellent sebanyak 0 butir, Good sebanyak 7 butir, Satisfactory sebanyak 4 butir, Poor sebanyak 11 butir, Bad sebanyak 14 butir, dan Out sebanyak 4 butir, (5) dari hasil analisis distraktor hanya terdapat 8% soal yang semua distraktornya berfungsi (6) soal-soal disusun berdasarkan acuan Kompetensi Dasar yang sesuai. Guru sebagai asesor diharapkan untuk selalu melaksanakan prosedur penyusunan perangkat asesmen secara menyeluruh agar kualitas instrumen tes dapat dipertanggungjawabkan dan hasilnya benar-benar dapat memberikan informasi yang akurat mengenai kondisi siswa. Sekolah sebagai lembaga juga memfasilitasi guru-guru, baik secara sarana dan prasarana untuk mempermudah kerja seperti membuat mekanisme penampungan soal tes yang terkelola dengan baik dan sitematis yang dapat mudah diakses oleh guru ketika dibutuhkan. Kata kunci : hasil belajar, evaluasi, asesmen, analisis butir soal, instrumen tes, ---------- This study aims to determine the quality of the assessment instrument for accounting subjects at SMK Negeri 1 Bandung based on the criteria of validity, reliability, level of difficulty, distinguishing power, effectiveness of distractor, and the suitability of the items with the documents that used as the basis in the preparation of these questions. The method used in this research is descriptive method which is quantified to make it easier to draw conclusions. Based on the manual analysis using Microsoft Office Excel 365 program, the results show that, (1) 85% of the 40 items are declared as valid criteria and the remaining 15% are stated as invalid, (2) the set of questions was declared as reliable in very high category with a value of 0.8017, (3) the item composition based on the level of difficulty categorize as easy, medium, and difficult categories with percentages of 48%, 50% and 1%, respectively (4) the questions have distinguishing power with the Excellent predicate 0 item, Good 7 items, Satisfactory 4 items, Poor 11 items, Bad 14 items, and Out 4 items, (5) based on the analysis of the distractor, there are only 8% of the items with all the distractors are functioned (6) all the questions are arranged based on the appropriate Basic Competency. The teacher as an assessor is expected to always carry out the procedure of compiling the assessment kit, so that the quality of the test instrument can be accounted for and the results can really provide accurate information related to the student's condition. Schools as institutions can also facilitate teachers both in facilities and infrastructure such as creating a well-managed and systematic test item development mechanism that can be easily accessed by teachers when the test item is needed. Keywords: learning outcomes, evaluation, assessment, item analysis, test instruments,