An Analysis of the Quality of the Summative Assessment Questions in Pancasila Education for the Second Semester of Sixth Grade Elementary Schools in Bengkulu City

Abstract

This study aims to analyze the quality of the summative assessment questions for Pancasila Education in the second semester of grade VI at elementary schools in Bengkulu City. The method used is a mixed-methods approach with a concurrent embedded strategy, integrating both quantitative and qualitative approaches simultaneously. This study also employs a quadrant IV research design. The analysis was conducted qualitatively and quantitatively to determine the extent to which the questions accommodate students’ cognitive levels as well as technical aspects such as difficulty level, discriminative power, distractor effectiveness, validity, and reliability. Qualitative analysis showed that the questions covered various cognitive levels from C1 to C6 with a varied proportion, supporting the development of students’ critical thinking skills. Quantitative analysis revealed that most questions had an easy difficulty level of 62.5%, medium 32.5%, and hard 5%, with discriminative power mostly in the moderate to good category at 82.5%. However, distractor effectiveness was still low (72.5% ineffective) and question validity was not yet optimal (47.5% invalid). The reliability of the question bank was high, with a Cronbach’s alpha of 0.785. Additionally, the dominance of questions in the LOTS domain at 52.5% indicates more emphasis on basic knowledge assessment, while HOTS questions comprised only 22.5%. This study recommends improving distractors and increasing the proportion of HOTS questions to optimize the assessment in fostering students’ thinking skills in line with the demands of the 21st-century curriculum.