EVALUASI BUTIR SOAL TEMA KETENAGAKERJAAN DALAM PEMBELAJARAN EKONOMI: IMPLIKASI TERHADAP PENCAPAIAN SDG 4 DAN SDG 8

Anggie Eka Wardani, Adelia Putri Rahayuningtyas, Dian Rachmawati

Abstract


Economic education plays an important role in supporting the Sustainable Development Goals
(SDGs), particularly SDG 4, which focuses on quality education, and SDG 8, which emphasizes
decent work. Achieving these goals is not only determined by the learning materials but also
depends on the assessment tools used to evaluate students’ competencies. This study aims to
evaluate the quality of test items on labor-related topics in economic learning, which are
integrated with the concept of Quality Education. The research employed a quantitative method
with the assistance of SPSS 22 software to examine the validity, reliability, difficulty level, and
discrimination power of 25 test items (20 multiple-choice and 5 short essay questions)
administered to a sample of 33 students at SMAN 1 Tulungagung. The results indicate that the
test instruments possess high validity and reliability, allowing the items to address global and
sustainability issues. Furthermore, test items with appropriate levels of difficulty and
discrimination are able to identify students who have mastered 21st-century competencies,
particularly problem-solving skills in the field of economics.

Keywords: employment, economics education, SDGs, assessment, item analysis

Full Text:

PDF

References


Arikunto, S. (2012). Prosedur penelitian : suatu pendekatan praktik / Suharsimi Arikunto | OPAC Perpustakaan Nasional RI. In Jakarta: Rineka Cipta.

Arikuntoro. (2019). Prosedur Penelitian Suatu Pendekatan Praktik. PT Rineka Cipta.

Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. In Ascd.

Brookhart, S. M., & Nitko, A. J. (2018). Educational assessment of students. Human Movement Science, 53(1), 1–526.

Ding, L., & Beichner, R. (2009). Approaches to data analysis of multiple-choice questions. Physical Review Special Topics - Physics Education Research, 5(2), 1. https://doi.org/10.1103/PhysRevSTPER.5.020103

Du, Y., Arkesteijn, M. H., den Heijer, A. C., & Song, K. (2020). Sustainable assessment tools for higher education institutions: Guidelines for developing a tool for China. Sustainability (Switzerland), 12(16), 1–30. https://doi.org/10.3390/su12166501

Elliott, C., & Balasubramanyam, V. (2016). Assessing students: Real-world analyses underpinned by economic theory. Cogent Economics and Finance, 4(1), 1–8. https://doi.org/10.1080/23322039.2016.1151171

Erlinawati, E., & Muslimah, M. (2021). Test Validity and Reliability in Learning Evaluation. Bulletin of Community Engagement, 1(1), 26–31.

Kausar, A., Daimi, S., & Borulkar, T. (2021). Assessing an assessment tool: Analysis of multiple choice questions on difficulty level and discrimination power, from an assessment in physiology. National Journal of Physiology, Pharmacy and Pharmacology, 0. https://doi.org/10.5455/njppp.2022.12.103872202129112021

Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., & Hopkins, C. (2016). Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research. Journal of Education for Sustainable Development, 10(2), 227–242.

https://doi.org/10.1177/0973408216661442

Maxnun, L., Kristiani, K., & Sulistyaningrum, C. D. (2024). Development of hots-based cognitive assessment instruments: ADDIE model. Journal of Education and Learning, 18(2), 489–498. https://doi.org/10.11591/edulearn.v18i2.21079

Muhonen, T., Timonen, L., & Väänänen, K. (2024). Fostering Education for Sustainable Development in Higher Education: A Case Study on Sustainability Competences in Research, Development and Innovation (RDI). Sustainability (Switzerland), 16(24), 1–17. https://doi.org/10.3390/su162411134

Nazar, R., Chaudhry, I. S., Ali, S., & Faheem, M. (2018). Role Of Quality Education For Sustainable Development Goals (Sdgs). People: International Journal of Social Sciences, 4(2), 486–501. https://doi.org/10.20319/pijss.2018.42.486501

Nofrion, N., & Wijayanto, B. (2018). Learning Activities In Higher Order Thinking Skill (Hots) Oriented Learning Context. Geosfera Indonesia, 3(2), 122–130. https://doi.org/10.19184/geosi.v3i2.8126

Nunnally, J., & Bernstein, I. (1994). Psychometric Theory, 3rd edn, 1994. McGraw-Hill, New York, 3.

Nurdiansyah, R., Nuryana, & Nurizzati. (2025). Pengaruh Model Pembelajaran Kooperatif Time Token Terhadap Hasil Belajar Siswa di SMP Negeri 2 Cirebon. JSP: Jurnal Social Pedagogy, 6(1), 85–96.

Peijuan, Z., Ming, W. C., Zhouhong, Z., & Liqi, W. (2017). A new active learning method based on the learning function U of the AK-MCS reliability analysis method. Engineering Structures, 148, 185.

https://doi.org/10.1016/j.engstruct.2017.06.038

Pitkethly, A. J., & Lau, P. W. C. (2016). Reliability and validity of the short Hong Kong Chinese Self-Regulation of Learning Self-Report Scale (SRL-SRS-C). International Journal of Sport and Exercise Psychology, 14(3), 1–17. https://doi.org/10.1080/1612197X.2015.1025810

Rachmawati, D., & Pradana, B. A. (2025). Analisis Butir Soal Mata Pelajaran Ekonomi: Validitas, Reliabilitas, Tingkat Kesukaran, dan Daya Pembeda. Jurnal Pendidikan Ekonomi (JUPE), 13(3), 273–284.

https://doi.org/https://doi.org/10.26740/jupe.v13n3.p273-284

Ridhwan, M. (2017). Understanding Formative and Summative Assessment for EFL Teachers: Theoretical Reflections on Assessment for Learning. J-SHMIC : Journal of English for Academic, 4(1), 40–50.

https://doi.org/10.25299/jshmic.2017.vol4(1).505

Rodriguez, P. P., & Hernández, A. S. (2023). Guidelines For Reviewing And Integrating Education Assessments Into The Evaluation Of Sdg4 Indicators Draft 3.

Saputri, H. A., Zulhijrah, Larasati, N. J., & Shaleh. (2023). Analisis Instrumen Assesmen : Validitas, Reliabilitas, Tingkat Kesukaran, dan Daya Beda Butir Soal. Jurnal Ilmiah PGSD FKIP Universitas Mandiri, 9(5), 2986–2995.

Sudaryono, Rahardja, U., Aini, Q., Isma Graha, Y., & Lutfiani, N. (2019). Validity of Test Instruments. Journal of Physics: Conference Series, 1364(1).

Sukendro, N. D. W., Arintoko, A., & Krisnaresanti, A. (2024). Pengaruh Model Pembelajaran Kooperatif Tipe Time Token Terhadap Keaktifan dan Hasil Belajar Siswa Kelas XI IPS Pada Mata Pelajaran Ekonomi di SMAN 2 Cilacap. Jurnal Pendidikan Ekonomi (JUPE), 12(1), 8–15. https://doi.org/10.26740/jupe.v12n1.p8-15

Suprapto, E., Saryanto, S., Sumiharsono, R., & Ramadhan, S. (2020). The Analysis of Instrument Quality to Measure the Students’ Higher Order Thinking Skill in Physics Learning. Journal of Turkish Science Education, 17(4), 520–527. https://doi.org/10.36681/tused.2020.42

Triola, M. M., & Holloway, W. J. (2011). Enhanced virtual microscopy for collaborative education. BMC Medical Education, 11(4), 1–7.

https://doi.org/10.1186/1472-6920-11-4

UNESCO. (2014). Teaching and Learning: Achieving Quality for All (1st ed.). Global Education Monitoring Report Team.

https://doi.org/https://doi.org/10.54676/CMSE2898

Wijayanti, P. S. (2020). Item Quality Analysis For Measuring Mathematical Problem- Solving Skills. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(4), 1223. https://doi.org/10.24127/ajpm.v9i4.3036

Wulandari, O., Muhtaron, & Sumarno. (2025). Analisis Butir Soal Pengetahuan Matematika Kelas V Sekolah Dasar Menggunakan Model Rasch. Urnal Pengembangan Dan Penelitian Pendidikan, 7(1).

Zakariya, Y. F. (2022). Cronbach’s alpha in mathematics education research: Its appropriateness, overuse, and alternatives in estimating scale reliability. Frontiers in Psychology, 13, 1. https://doi.org/10.3389/fpsyg.2022.1074430


Refbacks

  • There are currently no refbacks.