Scientific literacy in school assessments: An analysis of competency and knowledge aspects
DOI:
https://doi.org/10.20961/qjz05h85Keywords:
Competency aspect, Final semester assessment knowledge aspect, Science literacyAbstract
This study aims to analyze the profile of science literacy, viewed from the competency and knowledge aspects, in the Final Semester Assessment (PAS) Science questions for grades 7th and 8th at SMP Salafiyah Pekalongan, based on the PISA 2025 framework. The novelty of this research lies in the analysis of local school assessment instruments (PAS) against global science literacy standards, which is rarely conducted in the context of final semester evaluations. This research uses a descriptive qualitative method. The primary data are the PAS Science questions for grades 7 and 8 in the 2024/2025 academic year. The data analysis technique employed the Miles & Huberman model, involving the grouping of test items and calculating the percentage of attainment of science literacy sub-indicators. The results show that the PAS questions have a strong foundation in measuring Content Knowledge (P1) and the basic competency of Explaining Scientific Phenomena (K1). However, there is a significant imbalance, where test items for higher competencies such as Interpreting Data (K2), Evaluating and Designing Inquiry (K3), as well as Procedural Knowledge (P2) and Epistemic Knowledge (P3) are very limited or non-existent. It is concluded that the assessment instrument is not yet comprehensive in measuring all dimensions of PISA science literacy. The implication of this research is to provide evaluation material for Science teachers to review and revise the question instruments to cover the unmeasured science literacy dimensions, thereby improving the quality of Science learning continuously.
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