Pengembangan Tes Hasil Belajar Kognitif Dalam Pendidikan Jasmani, Olahraga dan Kesehatan Pada Sekolah Menengah Atas
Zamahsyari Syayyif Al-Fathi; Tesis, S2-Pendidikan Olahraga, Fakultas Ilmu Keolahragaan dan Kesehatan, Universitas Negeri Surabaya, 2024
Kata kunci: Tes Kognitif, Validitas, Reliabilitas, Tingkat Kesukaran, Daya Beda
Penelitian ini bertujuan untuk menghasilkan tes hasil belajar kognitif dalam pendidikan jasmani pada Sekolah Menengah Atas yang valid, reliabel, memenuhi tingkat kesulitan soal dan daya beda. Penelitian dilakukan dengan menggunakan metode pengembangan 4D, yaitu define, design, development, dan disseminate. Sebagai sampel adalah siswa sekolah menengah atas pada tingkatan kelas 12 (fase f) sebanyak 61 orang, terdiri dari 23 laki-laki dan 38 perempuan. Data dianalisis dengan menggunakan uji validitas, uji reliabilitas, analisis tingkat kesukaran soal, dan analisis daya beda. Hasil penelitian membuktikan bahwa pengembangan tes kognitif hasil belajar pendidikan jasmani perlu dilakukan dengan mendefinisikan area pengukuran, level berpikir, mendesain tes, menguji dan mengevaluasi hasil tes. Hasil pengujian validitas menunjukkan bahwa dari 100 butir soal yang disusun, terdapat 42 butir soal yang valid dengan koefisien korelasi sebesar 0,31 - 0,70. Uji reliabilitas dengan menggunakan Alpha Cronbach sebesar 0,866. Pengujian terhadap analisis tingkat kesulitan butir soal diperoleh hasil bahwa soal dengan kesulitan tinggi sebanyak 3 soal (7%), kesulitan sedang sebanyak 29 soal (69%), dan kesulitan rendah sebanyak 10 soal (24%). Pengujian terhadap daya beda butir soal diperoleh hasil bahwa butir soal dengan daya beda sangat baik sebanyak 7 soal (17%), dengan daya beda baik sebanyak 8 soal (19%), dengan daya beda cukup sebanyak 16 soal (38%), dan dengan daya beda rendah sebanyak 11 soal (26%). Dari 42 butir soal tersebut dikerucutkan menjadi 40 butir soal dengan mengeliminasi 2 butir soal yang memiliki daya beda terendah. Dengan demikian, dari proses pengujian tersebut diperoleh 40 butir soal yang memenuhi prinsip pengukuran: validitas, reliabilitas, tingkat kesulitan, dan daya beda
Zamahsyari Syayyif Al-Fathi; Thesis, S2-Sport Education, Faculty of Sport and Health Sciences, Surabaya State University, 2024.
Key words: Cognitive test, Validity, Reliability, Items Difficulty, Item Discrimination
This study aims to produce a cognitive learning outcome test in physical education in Senior High Schools that is valid, reliable, meets the level of difficulty of the questions and discriminatory power. The study was conducted using the 4D development method, namely define, design, development, and disseminate. The sample was 61 high school students in grade 12 (phase f), consisting of 23 males and 38 females. The data were analyzed using validity tests, reliability tests, difficulty level analysis, and discriminatory power analysis. The results of the study prove that the development of cognitive tests of physical education learning outcomes needs to be done by defining the measurement area, thinking level, designing tests, testing and evaluating the test results. The results of the validity test showed that out of 100 items compiled, there were 42 valid items with a correlation coefficient of 0.31 - 0.70. The reliability test using Cronbach's Alpha was 0.866. Testing of the item difficulty level analysis showed that items with high difficulty were 3 items (7%), moderate difficulty were 29 items (69%), and low difficulty were 10 items (24%). Testing of the item discrimination power obtained the results that the items with very good discrimination power were 7 items (17%), with good discrimination power were 8 items (19%), with sufficient discrimination power were 16 items (38%), and with low discrimination power were 11 items (26%). Of the 42 items, it was narrowed down to 40 items by eliminating 2 items with the lowest discrimination power. Thus, from the testing process, 40 items were obtained that met the measurement principles: validity, reliability, level of difficulty, and discrimination power