THE INFLUENCE OF STUDENTS' PERCEPTION OF THE QUALITY OF OBJECTIVE TESTS ON THE ACHIEVEMENT OF INDONESIAN LANGUAGE LEARNING OUTCOMES

Sagung Manik Puspa Putri; Ida Bagus Putrayasa; Luh Putu Yudha Budiarti; I Gusti Ayu Diantari Pradnya Dewi; Ni Putu Ayu Widiastiti

doi:10.36526/sosioedukasi.v15i2.8623

Authors

Sagung Manik Puspa Putri Program Pendidikan Dasar, Program Pascasarjana, Universitas Pendidikan Ganesha, Bali
Ida Bagus Putrayasa Universitas Pendidikan Ganesha, Bali
Luh Putu Yudha Budiarti Universitas Pendidikan Ganesha, Bali
I Gusti Ayu Diantari Pradnya Dewi Universitas Pendidikan Ganesha, Bali
Ni Putu Ayu Widiastiti Universitas Pendidikan Ganesha, Bali

DOI:

https://doi.org/10.36526/sosioedukasi.v15i2.8623

Keywords:

Student Perception, Quality of Objective Tests, Learning Outcomes, Indonesian Language

Abstract

Quality education always relies on the effectiveness of learning and the accuracy of evaluation. This study aims to empirically examine the contribution of students' perception of the quality of objective tests to the achievement of their Indonesian language learning outcomes. The approach used was quantitative non-experimental with associative/causal Ex Post Facto design of 60 respondents (N = 60). Data were collected using a Likert scale closed-ended questionnaire for test quality perception variables (construction dimensions, substance, and psychometric) as well as objective test pure values for learning outcome variables. The results of the prerequisite test showed that the data were normally distributed and linear (p = 0.792 > 0.05). Furthermore, the hypothesis test using Pearson Product Moment correlation yielded a correlation coefficient value of r = 0.949 with a significance value of 0.000 < 0.01. These results prove that there is a very strong and significant positive relationship between students' perceptions of test quality and their learning outcomes. Thus, students' mental representation of evaluation tools is a crucial factor that determines their academic performance. The implication of this study emphasizes that teachers not only need to pursue the empirical validity of the questions, but also must ensure that evaluation instruments are designed fairly, clearly, and free from ambiguity in order to minimize the external cognitive burden of students.

References

Afriliant, D. (2025). Karakteristik Tes yang Baik. Journal of Innovative and Creativity, 5(2), 1142–1158. https://joecy.org/index.php/joecy/article/view/274/261

Ari, K., Darma, S., Widiana, I. W., & Bayu, G. W. (2025). Goal-Free Evaluation Approach Instrument Focused on the Numeracy Skills of Grade IV Students at a Sekolah Penggerak in Singaraja City. 13(1), 23–33.

Arini, R., Riansi, E. S., Fadillah, I., & Hasan, M. K. (2024). Peran Tes Objektif dan Subjektif dalam Mengukur Keterampilan Berpikir Matematis Siswa Sekolah Dasar. Wilangan, 5(3), 236–244. https://doi.org/10.62870/wjirpm.v5i3.26099

Asma, H., & Dallel, S. (2020). Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English. Arab World English Journal, 11(December), 110–127. https://doi.org/10.24093/awej/vol11no4.8

Astuti, C. N. (2021). Hubungan Kepribadian Neurotisme dengan Fear of Missing Out pada Remaja Pengguna Aktif Media Sosial. Jurnal Ilmiah Bimbingan Konseling Undiksha, 12(2). https://doi.org/10.23887/jibk.v12i2.34086

Evans, P., Vansteenkiste, M., Parker, P., Kingsford, A., & Sijing, S. (2024). Cognitive Load Theory and Its Relationships with Motivation : a Self ‑ Determination Theory Perspective. Educational Psychology Review, 1–25. https://doi.org/10.1007/s10648-023-09841-2

García-martínez, I., Augusto-landa, J. M., & Quijano-lópez, R. (2022). Self-Concept as a Mediator of the Relation Between University Students ’ Resilience and Academic Achievement. Frontiers in Pychology, 12(January), 1–10. https://doi.org/10.3389/fpsyg.2021.747168

Hikmah, S. N., & Saputra, V. H. (2023). Korelasi Motivasi Belajar dan Pemahaman Matematis terhadap Hasil Belajar Matematika. Jurnal Ilmiah Matematika Realistik (JI-M5, 3(1). https://doi.org/10.33365/jm.v5i1.2552

Laksmi, I. G. A. P. S., & Dwijayanti, D. M. A. (2023). Hubungan Aktivitas Fisik dengan Kesehatan Mental pada Remaja. Jurnal Ilmu Kesehatan, 14(1), 11–19. https://ejurnalmalahayati.ac.id/index.php/manuju/article/view/7982

Lopez, S. (2024). The Impact of Cognitive Load Theory on the Effectiveness of Microlearning Modules. European Journal OfEducation and Pedagog, 5(2), 29–35. https://doi.org/10.24018/ejedu.2024.5.2.799 QA

Mirza, R., Lubis, A. F., Siagian, S. F., Simamora, S. S., Sitohang, Y. J. E., & Claudia, C. (2021). Pelatihan Regulasi Emosi Untuk Meningkatkan Subjective Well-Being Pada Penyandang Tunarungu di Kota Binjai. Jurnal Ilmiah Bimbingan Konseling Undiksha, 12(1), 21–30. https://doi.org/10.23887/jjbk.v12i1.32009

Permana, D. A., & Hendrayana, A. (2023). Pengaruh Model Problem Based Learning Termodifikasi Cognitive Load Theory Terhadap Kemampuan Pemecahan Masalah Matematika Siswa. WILANGAN, 4(2), 160–167. https://doi.org/10.62870/wjirpm.v4i2.19479

Pramudita, A., Prihantoro, W. K., Fikriyah, N., & Falasifah, L. (2025). Implementasi Instrumen Tes Objektif Berbasis HOTS dalam Evaluasi Pembelajaran PAI di SMA Negeri 1 Jetis Bantul. Reflection: Islamic Education Journal, 2(4), 1. https://doi.org/10.61132/reflection.v2i4.1326

Prasetyo, R. J. (2024). Penggunaan Tes Objektif Sebagai Bahan Evaluasi Pembelajaran Teks Drama Siswa Kelas VIII MTs Miftahul Qulub Polagan. Social, Humanities, and Educational Studies, 7(3), 1533–1539. https://jurnal.uns.ac.id/SHES/article/view/92121

Putri, I. I. (2026). Rasch Model Dalam Evaluasi Instrumen Extraneous Cognitive Load Pada Media Pembelajaran Berbantuan Artificial Intelligenc. JKPI: Jurnal Kajian Pendidikan IPA Program Studi Pendidikan IPA, Universitas Garut p-ISSN, 6(1), 37–49. https://journal.uniga.ac.id/index.php/jkpi/article/view/43181

Qurtubi, I. A., Hakim, M., Afandi, B., Author, C., & Ahmad, I. (2024). Pengembangan Instrumen Asesmen Diagnostik Kognitif Berbasis Android dan Desktop pada Pembelajaran IPA Kelas VIII SMP Daruttaqwa Jombang Kurikulum Merdeka merupakan. Jurnal Bioshell: Jurnal Pendidikan Biologi, Biologi, Dan Pendidikan IPA, 13(2), 101. https://doi.org/10.56013/bio.v13i2.2829

Rianaa, Y. (2024). Persepsi Guru PAI terhadap Keefektifan Tes Objektif di SMA N 3 Sragen. Jurnal Teknologi Pendidikan Dan Pembelajaran (JTPP), 01(03), 461–464. https://jurnal.kopusindo.com/index.php/jtpp/article/view/83

Sanusi, R. N. A., & Aziez, F. (2021). Analisis Butir Soal Tes Objektif dan Subjektif untuk Keterampilan Membaca Pemahaman pada Kelas VII SMP N 3 Kalibagor. Metafora: Jurnal Pembelajaran Bahasa Dan Sastra, 8(1), 99–109. https://doi.org/10.30595/mtf.v8i1.8501

Sholihah, D. A. (2022). Strategi Pembelajaran Matematika Berdasarkan Cognitive Load Theory untuk Meminimalkan Extraneous Cognitive Load. JURNAL ILMIAH PENDIDIKAN MATEMATIKA, 5(1), 13–23. https://doi.org/10.46918/equals.v5i1.1197

Sihombing, S., Br Simanjuntak, R. E. L., & Siagian, L. (2022). Pengaruh Minat Dan Motivasi Belajar Siswa Kelas Viii Smp Negeri 1 Tanah Jawa Terhadap Hasil Belajar Ips T.a 2022/2023. Jurnal Pendidikan Indonesia : Teori, Penelitian, Dan Inovasi, 2(6), 109. https://doi.org/10.59818/jpi.v3i4.364

Sunaryati, T., Junda, A. A., Sopotunida, D., & Darmawan, J. E. (2024). Instrumen Tes Objektif Pilihan Ganda Mata Pelajaran Bahasa Indonesia di Sekolah Dasar. Jurnal Pendidikan Tambusai, 8(2), 35068–35073. https://jptam.org/index.php/jptam/article/view/19136

Syagif, A. (2024). Teori Beban Kongnitif John Sweller dan Implikasinya Dalam Pembelajaran Bahasa Arab Pada Jenjang Pendidikan Dasar. Fashluna Jurnal Pendidikan Dasar Dan Keguruan, 5(2), 93–105. https://doi.org/10.47625/fashluna.v5i2.883

Tri, I., Sari, R., Winangun, M. M., Rias, P. T., Studi, P., Luar, D., Utama, K., Negeri, U., Rias, P. T., Studi, P., Luar, D., Utama, K., & Negeri, U. (2026). Analisis kognitivisme dan konstruktivisme terhadap krisis literasi dan kesenjangan digital. KAMPUS AKADEMIK PUBLISING Jurnal Ilmiah Nusantara ( JINU, 3(4), 772–782. https://doi.org/10.61722/jinu.v3i4.10417

Wardhani, C. H., Wiyono, B. B., & Wicaksono, S. R. (2022). Relationship on Three Factors (Self Efficacy, Self Actualization, and Working Environment) with Heutagogy. ITALIENISCH. http://www.italienisch.nl/index.php/VerlagSauerlander/article/view/408

Wijayati, P. H., Oktaputriviant, N. R., & Nasih, A. M. (2022). Heutagogy: Self Efficacy, Self Determination, Self Directed, dan Self Regulated dalam Pembelajaran Online. Briliant: Jurnal Riset Dan Konseptual, 7(4), 997. https://doi.org/10.28926/briliant.v7i4.1025

Yusron, A., Hanida, R. S., & Marfu, S. (2024). Validitas Tes Objektif Bentuk Pilihan Ganda. Jurnal Pendidikan Matematika Vol:, 1(3), 1–10. https://doi.org/10.47134/ppm.v1i3.812