Analysis of Chemistry Test Topics in the Higher Education Institutions Examination Using the DEMATEL Method

The aim of this study is to analyze the distribution of chemistry questions and the relationships between topics in the Higher Education Institutions Examination (YKS) Basic Proficiency Test (TYT) and Field Proficiency Test (AYT) from 2018 to 2024, based on the Secondary School Chemistry Curriculum, using the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method. The research was conducted using the document analysis technique, a qualitative research method, leveraging data obtained from the database of the Measurement, Selection, and Placement Center (MSPC). Initially, the chemistry questions included in the TYT and AYT sections of the YKS between 2018 and 2024 were classified according to the topics in the Secondary School Chemistry Curriculum. The relationships between these topics were then evaluated using the DEMATEL method. Findings reveal that in the TYT chemistry section, topics such as “Atoms and the Periodic Table”, “Interactions Between Chemical Species”, and “Mixtures” appeared consistently in the exams each year, while no questions were related to the “Nature and Chemistry” unit. Regarding the topic distribution of AYT chemistry questions, it was determined that the most frequently addressed topics were “Chemistry and Electricity,” “Liquid Solutions and Solubility”, “Chemical Equilibrium”, “Organic Compounds”, and “Gases”. Conversely, no questions were asked on “Energy Resources and Scientific Developments”. When analyzing the relationships among TYT topics using DEMATEL, it was found that the topic “Chemistry Everywhere” interacted the most with other topics, while “Structure of the Atom and the Periodic Table” had the greatest influence on other topics. Similarly, when examining the relationships among AYT topics, “Chemistry and Electricity” was identified as the most interactive and influential topic. The findings of this study provide important insights for students on which topics to prioritize during their exam preparation. Additionally, this study suggests that analyses conducted using the DEMATEL method can serve as a model for evaluating curricula in other disciplines.