Main Article Content
Abstract
This study aimed to develop a valid and reliable scientific literacy test instrument for seventh-grade junior high school students on earthquakes and volcanoes. The method used is Research and Development with a 4D model, which includes the stages of define, design, develop, and disseminate. The research subjects consisted of 30 junior high school students. The development data were analyzed to assess the validity, reliability, difficulty level, and discriminatory power of the instrument. The development procedure included planning, preparation of the initial draft, validation of content and construct by experts through the suitability of scientific literacy indicators with the test items, followed by field trials, revisions, and implementation of the instrument. Based on 15 test items prepared, 13 were declared valid, one was revised, and one was not used. The analysis results showed the reliability of the instrument with a KR-20 coefficient of 0.76 which is included in the high category. The level of difficulty of the questions consisted of 12 items in the medium category and 3 items in the easy category, while the discriminatory power of all questions was in the very good to good category.
Article Details
Copyright (c) 2025 Alimah Nuryanti, Ida Kaniawati, Irma Rahma Suwarma

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
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References
Akdemir-Beveridge, dkk. (2025). Performance-based assessments for STEM literacy and creativity. Journal of Science Education and Technology, 34(2), 215–232.
Andaresta, O. (2023). Development of assessments to measure students’ science literacy. Semantic Scholar. https://www.semanticscholar.org
Arikunto, S. (2021). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara.
Azwar, S. (2021). Reliabilitas dan validitas. Yogyakarta: Pustaka Pelajar.
Bybee, R. (2020). Science education and context-based assessment. London: Routledge.
Hidayat, Z. (2024). The role of education and training for disaster-affected communities. Atlantis Press. https://www.atlantis-press.com
Hikmawati, N., Astuti, S., & Rahma, Y. (2022). STEM-based disaster context learning to improve problem-solving. International Journal of Instruction, 15(3), 227–244.
Kartini, E., Suryana, A., & Fajri, M. (2022). Contextual disaster-based learning to enhance science literacy. Jurnal Pendidikan IPA Indonesia, 11(1), 25–36.
Liu, Y., Chen, X., & Wang, H. (2023). Developing reliable science literacy assessments with authentic contexts. Journal of Science Education Research, 32(4), 451–466.
Nilyani, K., Asrizal, A., & Usmeldi, U. (2023). The effect of STEM integrated science learning on scientific literacy and critical thinking skills of students: A meta-analysis. Jurnal Penelitian Pendidikan IPA, 9(6), 65–72. https://doi.org/10.29303/jppipa.v9i6.261
Novia, L., Hidayat, A., & Rafi, M. (2021). Assessment of disaster literacy among junior high school students. Journal of Disaster Education Research, 7(2), 55–64.
OECD. (2022). PISA 2022 assessment and analytical framework. Paris: OECD Publishing.
OECD. (2023). PISA 2022 results: Country note—Indonesia. OECD. https://www.oecd.org
Pellegrino, J., Chudowsky, L., & Glaser, R. (2021). Evidence-centered design in science assessment (Updated ed.). Washington, DC: National Academies Press.
Purnomo, S., dkk. (2023). Effectiveness of ADI-STEM to improve student’s science literacy. International Journal of Recent Educational Research (IJORER). https://journal.ia-education.com
Rachmawati, D., & Wulandari, F. (2022). Pengembangan instrumen literasi sains berbasis konteks. Jurnal Inovasi Pendidikan IPA, 4(1), 15–27.
Rediani, D., dkk. (2024). Scientific literacy in Indonesian secondary education. Indonesian Journal of Educational Development. https://ojs.mahadewa.ac.id
Susiani, K., Dantes, N., Arnyana, I. B. P., & Suarni, N. K. (2022). Developing testing instruments to measure science literacy of elementary school students. Cypriot Journal of Educational Sciences, 17(12), 4361–4378. https://doi.org/10.18844/cjes.v17i12.773
Alfi, B. R., Hw, P., & Pratama, A. (2024). Validating instrument to assess science literacy and independent learning skills in high school. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(3), 979–988. https://doi.org/10.22219/jpbi.v10i3.34770Sudjana, N. (2020). Penilaian hasil proses belajar mengajar. Bandung: Remaja Rosdakarya.
Susanti, R., Nugroho, P., & Kurniawati, S. (2023). Item analysis of STEM literacy assessment instruments. Jurnal Pendidikan Sains Indonesia, 9(2), 143–153.
Valio, F. A., dkk. (2025). Development of a science literacy test for junior high (PISA-based). Jurnal Pendidikan Matematika dan IPA (JPMIPA), Universitas Lampung. https://jpmipa.fkip.unila.ac.id
Wardhani, P. I., dkk. (2024). Evaluation of disaster safe education unit programme (SPAB) — Merapi. PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc
Zhang, L., dkk. (2023). Development and validation of an instrument for assessing science literacy. International Journal of STEM Education. https://stemeducationjournal.springeropen.com
Zhang, L., Huang, J., & Li, M. (2024). Reliability of contextualized science assessment instruments. International Journal of STEM Education, 10(1), 56–72.
Zulaiha, J., & Mulyono, M. (2025). Condition of science literacy in Indonesia. Jurnal Pendidikan IPA Indonesia (JPII). https://journal.unnes.ac.id