ANALYSIS OF INSTRUMENT VALIDITY ASSESSMENT ITEMS FOR STUDENT LEARNING ACHIEVEMENT

This article aims to determine the analysis of instrument validity assessment items. The formulation in this article is to explain the concept of validity, instruments, as well as a detailed discussion of the feasibility analysis of the valuation instruments. The notion of validity is a concept related to the extent to which the test has measured what must be measured. To analyze instruments to evaluate learning outcomes in the form of test items, it can be done in 2 ways, namely qualitative analysis of questions and quantitative analysis of questions. This instrument is a benchmark for student learning achievement. The assessment instruments used by educational institutions in the form of school exams or madrassas must meet the requirements of substance, construction, language, and have evidence of empirical validity. While the analysis of the validity of the quantitative test includes analysis of totality validity which includes content validity, construct validity, forecast validity, and comparison validity, and item validity analysis. Researchers used data analysis techniques using instrument analysis sheets, manual calculations, Microsoft Excel applications, and SPSS applications (Statistical Product and Service Solution). This article is presented systematically and is accompanied by supporting instructions and images so that readers can understand it more quickly and more easily.


INTRODUCTION
The basic principle of the problem in assessment is to conclude whether the test can measure what should be measured or not, as well as conclusions about whether this test can be used correctly for decision making or not. This requires indepth testing to know the results. Instrument testing begins through the process of testing the suitability of the respondent's instruments. Assessment is not only the collection of student data but also processing it to obtain an overview of the process and learning outcomes of students. Assessment does not just give students questions and then finish, but the teacher must follow up on it for the sake of learning. To carry out the assessment, the teacher needs an assessment instrument in the form of questions both to test cognitive, affective, and psychomotor abilities. 1 In addition to improving the learning process that is being implemented, improving the quality of learning can be done through improvements to the assessment used to measure student learning outcomes. Improvement in management can be done by providing assistance and training in performing services. Assessments are used to obtain, synthesize, and interpret information obtained from students to make decisions about students in the classroom. 2 The assessment has an important role in learning activities. Assessment can help students, the extent to which they have succeeded in following the lessons given by the teacher, and assessment helps teachers to be able to find out which students are having difficulty and successfully mastering the material. Also, with the right and efficient instrument assessment, it will be easy to find out the causes of difficulties experienced by students and easier to find ways to overcome these difficulties. There are 4 roles as an organization, namely, assessment is a tool for diagnosing student strengths and weaknesses, the assessment that is useful for monitoring student progress, the assessment helps determine the level of students, can also determine the effectiveness of learning that has been designed. The more quality the learning assessment is, the better the teacher's understanding of the students' weaknesses and strengths in learning material. 3 The results obtained can be used to consider whether the instrument used is good or not. An instrument must be measured whether the instrument can measure accurately what will be measured, it is necessary to test the validity of the assessment instrument. Therefore, this article explains in detail the concept of validity as well as the steps in analyzing the validity of valuation instruments.

METHODOLOGY
The methodology used in this research is the literature study. The author summarizes solutions from various sources to serve as a clearer and more comprehensive reference. Researchers used data analysis techniques using instrument analysis sheets, manual calculations, Microsoft Excel applications, and SPSS applications (Statistical Product and Service Solution). This article is presented systematically and is accompanied by supporting instructions and images so that readers can understand it more quickly and more easily.

DISCUSSION
Educational evaluation is the control, determination, and guarantee of the quality of education of the education system in every path, level, and type of accountability for the administration of education. 4 One form of evaluation is the test technique. Permendikbud No. 66/2013 challenges the Standard of Assessment conducted comprehensively to assess, starting from the process to the learning outcomes. An authentic assessment includes the realm of attitudes, skills, and knowledge. 5 The instruments commonly used in assessing learning outcomes on cognitive aspects with test techniques are items.
The test is one of the tools to take the measurement, namely a tool to collect information on the characteristics of an object. 6 A test used in the assessment process must be of good quality and the test can measure the student's actual ability 7 . Analysis of test quality is a step that must be taken to determine the degree of quality of a test 8 . According to Anastasi, the main purpose of analyzing the items in a test Made by the teacher is to identify deficiencies in the test or learning. 9 According to Sudijono, tests in measuring and assessing the field of Education are in the form of giving assignments that must be done by students so that they can find out student achievement. 10 However, before the instrument is used, the evaluator must know the validity of the instrument. This is done to see whether the instrument is truly capable of measuring student learning outcomes. Or instruments used only to measure a student's memory or language skills. So it can be said that the instrument is the basis for decision making that illustrates student learning outcomes.
The instrument to be used was first analyzed. The analysis is carried out to describe the information whether the goods meet the criteria or requirements as a high-quality evaluation tool, both in terms of substance, language, or construction requirements. As stated in Permendiknas Number 20 of 2007 concerning Assessment Standards: "The learning outcome assessment instrument used by educators meets the requirements (a) substance, is to represent the competence being assessed, (b) construction, is to meet the technical requirements following the form of the instrument used, (c) language, is to use language that is good and correct and communicative according to the level of development of students. The assessment instrument used by education in the form of school exams meets the requirements of substance, construction, language, and has evidence of empirical validity. The assessment instrument used by the government in the form of the UN meets the requirements of substance, construction, language, and has evidence of empirical validity and produces scores that can be compared between schools, between regions, and between years". 11 Based on Permendiknas No. 20/2007 on Assessment Standards it can be concluded that it is important to pay attention to the requirements of learning outcomes assessment instruments including materials, construction, and language.
To analyze instruments to evaluate learning outcomes in the form of test items to find out how far the test has measured what needs to be measured is called validity 12 , it can be done in 2 ways, namely qualitative analysis of questions, and quantitative analysis of questions. A test can be said to be good as a measuring tool if it meets 3 requirements, namely valid, reliable, has good distinguishing power, and level of difficulty 13 . Test analysis is one of the activities in the context of building a test to get an idea of the quality of the test, both the overall quality of the test and the quality of each item. The analysis is done after the test is compiled and tested on all subjects and the results become feedback to improve the quality of the test concerned. 14

Qualitative Test Analysis
The test is a systematic procedure that is made in the form of standardized tasks and given to individuals or groups to be done, answered, or responded to, both in written, oral, and action forms. 15 Analysis of qualitative tests can be done before or after the trial. The steps are to look at the items that have been determined by paying attention to aspects of substance, construction, and language.

Quantitative Problem Analysis
Empirical validity means loading experience. Validity is said to be empirical if it has been tested in terms of experience. For example, a student is said to be creative when viewed from his experiences while in college or outside of college if students always produce new ideas that have never existed before. Empirical test analysis or also called quantitatively is intended to investigate the level of validity, reliability, distinguishing features, and the  Analysis of the construct validity of the test was carried out by matching the thinking skills contained in each item with the thinking skills listed in each indicator formulation to be measured.
In other words, construct validity can be done rationally, by thinking critically or using logic. The construct validity can be done with a computer program, using factor analysis. If using this method, the instrument must be tested first, then the data will be analyzed using a computer. 22 Construct validity can be divided into two, namely convergent validity, which refers to the level of concordance between the measurement results of measurement instruments and theoretical concepts that explain the existence of attributes of these Examples of comparative validity analyzes are the same steps as estimated validity, the difference between estimated validity measures the extent to which test instruments demonstrate future capabilities, while comparative validity shows a comparison between current tests and tests that have been done in the past.

2) Analysis of item validity
The accuracy of the measurement held by the problem in the measurement that must be measured is an understanding of the validity of the item. The test that is usually made by the teacher is a set of various items used by the test compiler to measure student learning outcomes after they have followed the learning process for a certain time. 28 There is a close relationship between items and learning achievement tests as a totality. It can be seen that the more items answered by students, the higher the score obtained, and vice versa.
This shows that the greater the support provided by items on the test of learning outcomes, it will show stability and vice versa. This shows that the validity of the test is influenced by the validity of the items. 27 Sukiman, Pengembangan Sistem Evaluasi.page. 180. 28 Sukiman.page. 182 The importance of an educator first tracing the learning outcomes test which has been used as a measurement tool for student learning outcomes, usually, the correlation technique used to analyze items uses the product-moment correlation technique.  2) Non-participant observation, the observer is not directly involved in the observed activity. For example, to find out how students behave in learning at school, observers observe student behavior while at school.
The key to successful observation in the educational process is largely determined by educators. If it is not possible to carry out continuous observations, the "time sampling schedule" approach can be used, ie the educator makes a detailed list so that the observation unit is selected systematically, which represents the observed behavior with the period that has been applied. For example, making 10-minute observations for each unit taken at random, for repeated observations. According to Nana, steps that need to be taken before making an observation instrument, 1) make an initial observation about the behavior to be observed; 2) sort the observer behavior according to what it should be; 3) determine the shape of the instrument; 4) notify the prospective observer (students) about the observation instrument;