Is Content Validation Enough? Evidence for Aqidah Akhlak Test in Madrasah
Abstract
This study aims to evaluate the quality of a teacher-made Aqidah Akhlak test by examining whether content validation alone is sufficient to ensure assessment quality. The study employed a quantitative evaluative design integrating logical and empirical analysis. Logical analysis was conducted through expert judgment assessing content relevance, construction, and language clarity, while empirical analysis was performed using Classical Test Theory based on response data from 30 Grade VIII students at MTsN 2 Madina. The instrument consisted of 30 multiple-choice items and 5 essay items. The findings indicate that most items were considered acceptable by expert validators in terms of content validity. However, empirical analysis revealed that the test demonstrated moderate reliability (0.654), was dominated by easy items, and included several items with low discrimination power and non-functioning distractors. Pre-test and post-test data showed that the instrument was capable of detecting student learning improvement, although its sensitivity was limited due to imbalanced item difficulty. Furthermore, essay items were found to be more effective in measuring higher-order competencies such as moral reasoning and value reflection. These results confirm that content validation alone is insufficient to ensure test quality. This study proposes a multi-evidence validation model integrating expert judgment, item analysis, and learning outcome evaluation. Practically, the findings highlight the need to strengthen teachers’ assessment literacy and to implement data-driven quality assurance systems in madrasah assessment practices.
Keywords
References
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