An Analysis of the Differential Item Functioning for Pre Ordinary National Educational Test Item in Mathematics Using Item Response Theory (IRT) in Three-Parameter Procedures and Chi–Square Test (χ^2)

Abstract

This research aimed to examine the differential item functioning using Item Response Theory (IRT) in three-parameter procedures by measuring the difference of parameters, item difficulty (b), and Chi-Square test ( ) by analyzing between groups classified by gender and school size. The sample group of this study consisted of 12,696 ninth-grade students from 39 schools under the secondary educational service area office 39 who have tested with Pre O-NET in Mathematics in the academic year 2015 – 2017. The data used for analysis were secondary data, which was an examination results record form obtained from the secondary educational service area office 39. Analyze the Differential Item Functioning (DIF) with the program MULTILOG, SPSS, and Excel programs. The results showed that: An analysis using Item Response Theory (IRT) in three-parameter procedures found that when distinguished by gender, there was differential item functioning for 8 items. The test was partial male for 4 items and partial female for 4 items. When distinguished by school size groups, there was differential item functioning for 18 items. The test was partial big schools for 10 items and partial small schools for 8 items. An analysis using Chi-Square test ( ) found that when distinguished by gender, there was differential item functioning for 11 items. The test was partial male for 8 items and partial female for 3 items. When distinguished by school size groups, there was differential item functioning for 13 items. The test was partial big schools for 10 items and partial small schools for 3 items.