Universitas Islam Negeri Alauddin Makassar Proceedings, The 1st International Conference on Science and Islamic Studies (ICOSIS-2023)

Font Size: 
Comparison of item analysis of madrasah assessment questions between Classical Test Theory (CTT) and the Rasch Model (studies on akidah akhlak course)
Indriani H. Ismail, Muhammad Khalifah Mustami, Misykat Malik Ibrahim, Andi Achruh, Bahaking Rama, Yuspiani Yuspiani, Wahyuddin Naro, Saprin Sagena

Last modified: 2023-09-26


This study aimed to compare item analysis results between the CTT (Classical Test Theory) method and the Rasch model in assessing Akidah Akhlak course in Madrasahs. The study utilized data from the assessment questions of Akidah Akhlak course administered to 22 students. The questions consisted of 40 multiple-choice items with five answer options. The study employed a quantitative approach with a qualitative comparative design. The data were analyzed using the R Program. The research findings showed both differences and similarities between the CTT method and the Rasch model in analyzing the quality of the Akidah Akhlak course assessment questions. These differences and similarities could be observed in the parameters utilized by both approaches, such as difficulty index, discrimination index, distractor effectiveness, and item fit with the model. Generally, both approaches tended to agree in identifying questions as easy or difficult, discriminative or non-discriminative, and fitting or not fitting the model. However, some questions exhibited significant differences in parameter values between the CTT method and the Rasch model. This suggests that specific questions had different characteristics for test takers with varying abilities or different samples. This study contributes to developing and enhancing the quality of Akidah Akhlak assessment questions in Indonesia. Furthermore, it provides valuable information for question developers, teachers, students, and researchers regarding the strengths and weaknesses of the CTT method and the Rasch model in analyzing the quality of multiple-choice questions.


Item analysis, CTT method; Rasch model; madrasah assessment; Islamic education

Full Text: PDF (1588-1597)