What might be frequently overlooked is actually still beneficial: Learning from post national-standardized school examination
Ibnu Rafi 1 * , Heri Retnawati 1, Ezi Apino 2, Deni Hadiana 3, Ida Lydiati 4, Munaya Nikma Rosyada 1
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1 Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Special Region of Yogyakarta, INDONESIA2 Doctoral Program of Educational Research and Evaluation, Yogyakarta State University, Special Region of Yogyakarta, INDONESIA3 Research Center for Education, National Research and Innovation Agency (BRIN), Special Capital Region of Jakarta, INDONESIA4 SMA N 7 Yogyakarta, Special Region of Yogyakarta, INDONESIA* Corresponding Author


This study describes the characteristics of the test and its items used in the national-standardized school examination by applying classical test theory and focusing on the item difficulty, item discrimination, test reliability, and distractor analysis. We analyzed response data of 191 12th graders from one of public senior high schools in Yogyakarta City, Indonesia, to the examination on the elective mathematics subject. The results showed that both multiple-choice and essay items contained in the test were at a moderate level of difficulty. The lowest item difficulty index went to the multiple-choice item where students failed in interpreting straight and dashed lines and went to the essay item that required complex intra-mathematical connections. In addition, we only found one item which was poor in distinguishing student competence. Furthermore, students’ test scores on multiple-choice and essay items were reliable. Although most multiple-choice items had at least two functioning distractors, it was still found two items whose all distractors were not functioning. In this article, we provide some suggestions concerning improvement towards mathematics learning practices.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, 2023, Volume 8, Issue 1, Article No: em0145


Publication date: 01 Jan 2023

Online publication date: 21 Nov 2022

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