Developing Assessment Instruments of PISA Model to Measure Students’ Problem-Solving Skills and Scientific Literacy in Junior High Schools

Abstract

This study aims at producing an assessment instrument of the PISA model to measure students’ problem-solving skills and scientific literacy in junior high schools that are valid, practical, and having potential effects. This research employed the design of development studies. The analysis used the Item Response Theory (IRT) Rasch model based on the junior high school students' responses to the developed PISA assessment instrument on natural science subjects. The result of this study was a test set of PISA model for the material of Vibration, Wave, and Sound consisting of 40 items. The test was valid in terms of content, constructs, and language according to the expert assessment, and practical based on small group trials. It also had a potential effect based on the students’ answers and questionnaires results in the field test. The qualitative analysis showed that the developed test had several potential effects, i.e. the development of students' problem-solving skills and scientific literacy so that they gained a relatively high ability to solve a test with the PISA model. The results of quantitative analysis through field test trials showed that there was a significant effect from the application of the PISA model test to enhance students’ scientific literacy and problem-solving skills in the junior high school with the Sig. value of 0.000 which was less than the significance level of 0.05 (α = 5%).

Digital Literacy Overview: Challenges in Online Physics Learning at New Normal Era

“…Students' scientific literacy can be obtained during the online learning and/or the distance learning (Mukhopadhyay, 2014;Prastika et al, 2019;Rosana et al, 2020). The process of teaching and learning during covid-19 and new normal era advocates the elevated attitude toward tech-savvy in the education field (Buheji & Buheji, 2020;Openo & College, 2020).…”

The Role of Scientific Literacy Instruments For Measuring Science Problem Solving Ability

“…In addition to aspects of scientific literacy as part of 21st-century skills, there are other essential aspects, namely student problem-solving skills. This skill is needed for students because every individual is constantly dealing with various problems that must be solved in everyday life (Rosana et al, 2020). The 21st-century learning paradigm requires teachers to provide teaching materials that can develop students' thinking skills.…”

“…Students can explain science concepts correctly, but their understanding needs to be improved (low) (Muhariyansah et al, 2021). The OECD states that scientific literacy includes the ability to (a) explain scientific phenomena, (b) evaluate and design scientific investigations, and (c) interpret data and evidence scientifically (Rosana et al, 2020).…”

“…It must be solved daily (Rosana et al, 2020). The problem-solving ability instrument has five indicators: visualizing problems, describing problems, planning, implementing plans, and checking or evaluating (Apriyani et al, 2019).…”

Developing Assessment Instruments for English Literacy in Blended Learning for Junior High School Students

“…However, the result of PISA (Argina et al, 2017;Ayunin, Mirizon, & Rosmalina, 2019;Dewantara et al, 2019;Rosana et al, 2020) and preliminary observation and interviews indicated that literacy in Indonesia still becomes a problem. The students were not prepared with the essential skills that could be seen from the lack of basic English skills.…”