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ERIC Number: EJ1151070
Record Type: Journal
Publication Date: 2017-Jul
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1694-609X
Why Are the Mathematics National Examination Items Difficult and What Is Teachers' Strategy to Overcome It?
Retnawati, Heri; Kartowagiran, Badrun; Arlinwibowo, Janu; Sulistyaningsih, Eny
International Journal of Instruction, v10 n3 p257-276 Jul 2017
The quality of national examination items plays an enormous role in identifying students' competencies mastery and their difficulties. This study aims to identify the difficult items in the Junior High School Mathematics National Examination, to find the factors that cause students' difficulty and to reveal the strategies that the teachers and the students might implement in order to overcome them. The study is phenomenological research with the mixed methods. The data were collected using documentation of students' responses and focus group discussion (FGD) of teachers. The data analysis was conducted using Milles & Hubberman steps. The results of the study showed that there were 4 difficult items of the 40 test items for the students. The students' difficulties were the lack of concept understanding, difficulties in calculating, difficulties in selecting information, being deceived by the distractors, being unaccustomed to completing complex and non-integers test items, and completing contextual test items that have been presented in the form of figures or narrative texts.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia
Grant or Contract Numbers: N/A