Scientific Literacy Assessment for Future Elementary Teachers: Instrument Development and Validation
DOI:
https://doi.org/10.37630/bijee.v4i2.5110Keywords:
4D model, Aiken’s V, assessment instrument, pre-service elementary teachers, scientific literacyAbstract
Scientific literacy is an essential competency that pre-service elementary school (SD) teachers must master in order to foster their future students’ scientific literacy, yet assessment instruments designed specifically for this population remain scarce. This study aimed to develop a scientific literacy-oriented assessment instrument for pre-service SD teachers and to establish its content validity. Using the 4D model, the define, design, and develop stages were carried out, while developmental testing and dissemination were planned as subsequent stages. The instrument integrates three scientific competencies adapted from the PISA framework explaining phenomena scientifically; designing and evaluating scientific inquiry and interpreting data and evidence; and using scientific information for evidence-based decision-making into seven elementary science topics: the respiratory, digestive, and circulatory systems, electricity, the water cycle, the solar system, and biotechnology. The resulting instrument consists of eight contextual stimuli and 20 items (6 multiple-choice and 14 open-ended items).Five Science Education lecturers evaluated the content, construction, and language of each item, and content validity was analyzed using Aiken’s V. All items obtained V values between 0.82 and 0.92 (overall mean = 0.86), placing them in the high validity category, with comparable means for the three competencies. The items with the lowest values were higher-order items requiring inquiry evaluation or decision-making, indicating where refinement should be prioritized. The instrument is therefore content-valid and ready for field testing to examine its reliability, difficulty, and discrimination with pre-service SD teachers.
References
Agustina, W., Degeng, I. N. S., Praherdhiono, H., & Lestari, S. R. (2022). The effect of blended project-based learning for enhancing student's scientific literacy skills: An experimental study in university. Pegem Egitim ve Ogretim Dergisi, 13(1), 223–233. https://doi.org/10.47750/pegegog.13.01.24
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives (Abridged ed.). Longman.
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Azizah, Z. N., & Budijastuti, W. (2022). Pengembangan instrumen penilaian untuk mengukur keterampilan literasi sains pada submateri sistem peredaran darah manusia. Berkala Ilmiah Pendidikan Biologi (BioEdu), 11(1), 89–97.
Berlian, L., Fathia, A., & Rasyidin, E. Y. (2022). Pengembangan instrument tes literasi sains pada tema yuk makan talas beneng untuk calon guru IPA. Aksioma, 11(2), 141–150.
Broderick, N. (2025). Exploring different visions of scientific literacy in Irish primary science education: core issues and future directions. Irish Educational Studies, 44(1), 73–93. https://doi.org/10.1080/03323315.2023.2230191
Budianti, N. M., Suwindia, I. G., & Winangun, I. M. A. (2024). Literasi sains pada generasi Z: Sebuah tinjauan literatur. Education and Social Sciences Review, 5(2), 137–144.
El Islami, R. A. Z., & Nuangchalerm, P. (2020). Comparative study of scientific literacy: Indonesian and Thai pre-service science teachers report. International Journal of Evaluation and Research in Education, 9(2), 261–268. https://doi.org/10.11591/ijere.v9i2.20355
Fadlurrahman, M., Suastra, I. W., Wibawa, I. M. I., & Arnyan, I. B. P. (2026). Peran pembelajaran IPA dalam membangun kompetensi literasi sains siswa sekolah dasar. Jurnal Ilmiah Global Education, 7(1), 243–255. https://doi.org/10.55681/jige.v7i1.5133
Fatimah, S., Rusilowati, A., & Susilaningsih, E. (2024). Pengembangan instrumen tes penalaran ilmiah berbasis inkuiri terintegrasi etnosains untuk calon guru sekolah dasar: Studi analisis kebutuhan. Proceeding Seminar Nasional IPA, 1–14.
Hanifah, N. (2019). Pengembangan instrumen penilaian Higher Order Thinking Skill (HOTS) di sekolah dasar. Conference Series Journal, 1(1), 18–23.
Istyadji, M., & Sauqina. (2023). Conception of scientific literacy in the development of scientific literacy assessment tools: a systematic theoretical review. Journal of Turkish Science Education, 20(2), 281–308. https://doi.org/10.36681/tused.2023.016
Kristiantari, M. G. R., Widiana, I. W., Tristiantari, N. K. D., & Rediani, N. N. (2022). Impact of Prezi media-assisted problem-based learning on scientific literacy and independence of elementary school students. Journal of Education and e-Learning Research, 9(3), 184–191. https://doi.org/10.20448/jeelr.v9i3.4185
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310
Lestari, D., & Setyarsih, W. (2020). Kelayakan instrumen penilaian formatif berbasis literasi sains peserta didik pada materi pemanasan global. Inovasi Pendidikan Fisika, 9(3), 561–570.
Limiansih, K., Sulistyani, N., & Melissa, M. M. (2024). Persepsi guru SMP terhadap literasi sains dan implikasinya pada pembelajaran sains di sekolah. Jurnal Pendidikan MIPA, 14(3), 786–796.
Maiyanti, A. A., Huda, S., Anggraini, A., Laili, U. F., Muniroh, L., & Umam, R. (2025). Transformation of physics learning: Integrating virtual laboratories to improve students' scientific literacy skills. Online Learning in Educational Research, 5(1), 155–172. https://doi.org/10.58524/oler.v5i1.661
Marlina, D. (2019). Analisis kemampuan literasi sains pada mahasiswa PGSD semester 1 tahun akademik 2019/2020. JS (Jurnal Sekolah), 4(1), 9–18.
Muhimmatin, I., & Prasetiyo, T. H. (2024). Profil literasi sains awal mahasiswa calon guru biologi di Universitas 17 Agustus 1945 Banyuwangi. BIODIK, 10(2), 54–63.
Muliani, M., Marhami, M., & Lukman, I. R. (2021). Persepsi mahasiswa calon guru tentang literasi sains. JISIP (Jurnal Ilmu Sosial dan Pendidikan), 5(1).
Naila, I., & Khasna, F. T. (2021). Pengaruh pembelajaran daring terhadap kemampuan literasi sains calon guru sekolah dasar: Sebuah studi pendahuluan. Jurnal Review Pendidikan Dasar, 7(1), 42–47.
OECD. (2019). PISA 2018 results: Combined executive summaries. OECD Publishing.
OECD. (2023). PISA 2022 results (Volume I and II): Country notes – Indonesia. OECD Publishing.
Ramdani, A., Wilujeng, I., Purwoko, A. A., Setiadi, D., Yustiqvar, M., & Islamiah, N. (2026). STEM-based inquiry science e-book assisted by augmented reality to improve students' science literacy. Discover Education, 5(1), 645. https://doi.org/10.1007/s44217-026-01641-4
Retnawati, H. (2016). Analisis kuantitatif instrumen penelitian [Quantitative analysis of research instruments]. Parama Publishing. Yogyakarta, Indonesia.
Sanjiartha, I. G. D., Suwindia, I. G., & Winangun, I. M. A. (2024). Peran literasi sains dalam membentuk generasi berfikir kritis dan inovatif: Kajian literature review. Education and Social Sciences Review, 5(2), 120–128.
Suparya, I. K., Suastra, I. W., Suma, K., & Putrayasa, I. B. (2024). Enhancing scientific literacy in primary education: A novel approach through culturally integrated science textbook development. Pakistan Journal of Life and Social Sciences, 22(1), 5170–5178. https://doi.org/10.57239/PJLSS-2024-22.1.00380
Suwarma, I. R., Kaniawati, I., Widodo, A., & Yuliani, G. (2020). Menggali persepsi guru terhadap literasi sains dan asesmen kebijakan minimum (AKM). Jurnal Pasca Dharma Pengabdian Masyarakat, 3(2), 89–93.
Tae, L. F., Shidiq, M. A., Siahaan, M. M. L., & Ramdani, Z. (2023). Eksplorasi persepsi guru IPA mengenai pembelajaran berbasis literasi sains. Jurnal Edusavana, 1(1), 1–14.
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Indiana University, Center for Innovation in Teaching the Handicapped.
Torrijos-Muelas, M., Bodoque-Osma, A.-R., & González-Víllora, S. (2024). Self-regulated learning and scientific reading in preservice teachers. An exploratory study. OCNOS, 23(2). https://doi.org/10.18239/ocnos_2024.23.2.421
Tsoumanis, K. G., Stylos, G., & Kotsis, K. T. (2023). A comparative study between Greek pre-service teachers and primary school students' scientific literacy levels. Science Education International, 34(2), 121–131. https://doi.org/10.33828/sei.v34.i2.6
Utaminingsih, E. S., Ellianawati, E., Sumartiningsih, S., Wuriningsih, F. R., & Puspita, M. A. (2024). Development of science literacy competency evaluation instruments on human circulatory topic. Thabiea: Journal of Natural Science Teaching, 7(1), 56–78.
Yuliana, I., Cahyono, M. E., Widodo, W., & Irwanto, I. (2021). The effect of ethnoscience-themed picture books embedded within context-based learning on students' scientific literacy. Eurasian Journal of Educational Research, 2021(92), 317–334. https://doi.org/10.14689/ejer.2021.92.16
Yuliana, I., Jatmiko, B., & Widodo, W. (2025). A bibliometric mapping on scientific literacy in primary education (2000–2024). Perspektivy Nauki i Obrazovania, 2025(4), 197–212. https://doi.org/10.32744/pse.2025.4.13
Zakarina, U., Ramadya, A. D., Sudai, R., & Pattipeillohi, A. (2024). Integrasi mata pelajaran IPA dan IPS dalam Kurikulum Merdeka dalam upaya penguatan literasi sains dan sosial di Sekolah Dasar. Damhil Education Journal, 4(1), 50–56. https://doi.org/10.37905/dej.v4i1.2487
Zhang, L., Liu, X., & Feng, H. (2023). Development and validation of an instrument for assessing scientific literacy from junior to senior high school. Disciplinary and Interdisciplinary Science Education Research, 5(1), 21. https://doi.org/10.1186/s43031-023-00093-2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Fitri Puji Astria, Hasnawati Hasnawati, Ni Made Yeni Suranti, Mega Puspita Sari, Suci Ramadani
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Seluruh materi yang terdapat dalam situs ini dilindungi oleh undang-undang. Dilarang mengutip sebagian atau seluruh isi situs web ini untuk keperluan komersil tanpa persetujuan dewan penyunting jurnal ini.
- Apabila anda menemukan satu atau beberapa artikel yang terdapat dalam Bima Journal of Elementary Education yang melanggar atau berpotensi melanggar hak cipta yang anda miliki, silahkan laporkan kepada kami, melalui email pada Principle Contact.
- Aspek legal formal terhadap akses setiap informasi dan artikel yang tercantum dalam situs jurnal ini mengacu pada ketentuan lisensi Creative Commons Attribution 4.0 International (CC BY 4.0).
- Semua Informasi yang terdapat di Bima Journal of Elementary Education bersifat akademik. Bima Journal of Elementary Education tidak bertanggung jawab terhadap kerugian yang terjadi karana penyalah gunaan informasi dari situs ini.
