ANALYSIS AND DESIGN OF SCIENTIFIC LITERACY ASSESSMENT INSTRUMENT FOR SENIOR HIGH SCHOOL STUDENTS BASED ON PISA 2025 FRAMEWORK

Maya Mustika, Fatchiyatun Ni’mah, Ennike Gusti Rahmi, Saulim DT Hutahaean

Abstract

Scientific literacy is essential for students to navigate a complex, science-based world. The PISA 2025 framework provides comprehensive guidelines for measuring scientific literacy across three dimensions: competencies, knowledge, and attitudes. However, Indonesian assessment instruments remain limited and not fully aligned with international standards. This study analyzes needs and designs a scientific literacy assessment instrument blueprint for senior high school students based on PISA 2025, adapted to the Indonesian context. Using a Research and Development approach, the analysis phase included literature review of PISA 2025, Indonesian curriculum analysis, and needs identification through surveys with educators and students. The design phase developed instrument specifications, assessment indicators, and test formats. Analysis revealed PISA 2025 integrates three competencies: explaining scientific phenomena, designing and evaluating investigations, and interpreting data and evidence. Curriculum analysis identified gaps between PISA demands and Indonesian practices. The resulting blueprint contains 60 complex multiple-choice items measuring scientific literacy across personal, local/national, and global contexts within physics, chemistry, and biology domains. The developed instrument blueprint offers a comprehensive assessment alternative for measuring Indonesian students' scientific literacy. Further empirical validation and pilot testing are recommended.

Keywords: Scientific literacy, Assessment instrument, Physics, Chemistry, Biology