JIPF (JURNAL ILMU PENDIDIKAN FISIKA)
p-ISSN: 2477-5959 | e-ISSN: 2477-8451 Vol.
10 No.
May 2025.
Page 263-272 This work is licensed under a Creative Commons Attribution-NonCommercial 4.
0 International License.
Scientific Literacy Assessment for Physics Instruction by Integration Local Wisdom of Mandar Tribe in West Sulawesi.
Indonesia Dewi Sartika 1*).
Nurlina 2.
Mutmainna 3 Universitas Sulawesi Barat.
Indonesia1,2,3 Corresponding E-mail: dewi.
sartika@unsulbar.
Received: April 14th, 2025.
Revised: May 16th, 2025.
Accepted: May 17th, 2025 Keywords :
Scientific Literacy.
Physics Instruction.
Local Wisdom.
Assessment
ABSTRACT
Scientific literacy is an important skill that enables students to apply scientific knowledge to solve daily However.
Indonesian studentsAo scientific literacy levels are still relatively low compared to international standards.
One potential strategy to address this issue is integrating local wisdom into science learning.
This study aims to develop a scientific literacy assessment instrument based on local wisdom that meets the eligibility criteria to improve studentsAo scientific literacy skills Using a research and development (R&D) methodology, this study was conducted in three main stages: product design, product trial, and product The instrument underwent expert validation and was tested on a limited and larger scale to evaluate readability, item difficulty, item discrimination, and The findings indicate that the instrument is valid, reliable, and effective for assessing studentsAo scientific literacy.
It helps educators diagnose studentsAo abilities to communicate, associate, and apply scientific concepts in real-life and culturally relevant contexts.
connecting science learning with studentsAo cultural backgrounds, this study contributes to enhancing the quality of physics education and improving scientific literacy outcomes among Indonesian students.
INTRODUCTION
Scientific literacy refers to the ability to apply scientific knowledge to solve problems encountered in daily life.
It has been a focal point of attention worldwide for many years, as it is considered a key indicator of the success of science education and the quality of human resources in a country .
, .
, .
, .
, .
, .
Scientific literacy helps the younger generation face the challenges of the 21st century, which emphasizes critical thinking, analytical skills, creativity, innovation skills, communication, and collaboration .
, .
The integration of local wisdom as a learning resource in physics teaching is considered relevant to increasing scientific literacy .
, .
, .
The teaching of science, including physics, must be able to equip students with this ability.
The Mandar tribe in West Sulawesi.
Indonesia, has a rich heritage of local wisdom related to natural phenomena and Scientific Literacy Assessment for Physics Instruction by Integration Local Wisdom of Mandar TribeA Dewi Sartika.
Nurlina.
Mutmainna environmental management.
This knowledge can be effectively integrated into physics learning to provide students with a deeper understanding of scientific concepts through culturally relevant However, the majority of physics teaching methods still focus on teachers and rely on memorization to improve students' ability to answer exam questions .
, .
, .
, .
As a result, the average science literacy ability of Indonesian students is far behind international standards.
IndonesiaAos performance in international student assessment programs such as the Program for International Student Assessment (PISA) consistently shows that the scientific literacy of Indonesian students is relatively low compared to other participating countries.
In the 2018 PISA measurement.
Indonesia was ranked 70 out of 78 countries in science ability .
, .
Most students are only able to recognize basic facts but are not able to communicate and relate this knowledge to various science topics, especially in its application in daily life.
The low achievement of science literacy of Indonesian students shows that the teaching methods currently applied have not been able to develop studentsAo critical thinking, problem-solving, and scientific reasoning skills optimally.
In addition, students are not trained in solving PISA questions.
It is caused by limited teaching materials that encourage higher-level thinking skills, as well as a lack of PISA-like questions.
So far, evaluation instruments have also focused more on content, not on science literacy, such as the application of science in daily life, problem-solving, and other science process skills .
, .
, .
, .
Therefore, there is a need for reform in physics learning to improve studentsAo science literacy skills, not only limited to mastering content but also the ability to communicate, associate, and apply science knowledge in real life.
The development of cultural-based scientific literacy measurement instruments can help teachers diagnose the level of scientific literacy of students and help them become more literate in science by integrating local culture into learning assessments.
The purpose of this research is to develop a scientific literacy measurement tool based on local culture that meets the eligibility Thus, it is hoped that it can improve studentsAo scientific literacy skills comprehensively, not only limited to mastering content but also in the application and communication of science knowledge in real-life contexts.
METHOD
This research employed an educational research and development (R&D) approach.
The procedure for developing the scientific literacy assessment consists of three main stages, as illustrated in Figure 1.
The development process can be described in detail as follows.
Product Designing Stage At these stages, the purpose of the test was determined, along with the selection of competencies and materials to be tested, the preparation of the test grid, the formulation of questions and scoring guidelines, and the validation of the assessment.
The validation was carried out by two validators whose task was to assess the content validity and the feasibility of the assessment.
After the validation process, the results were analyzed, and the assessment was revised based on the experts' suggestions.
Trial Product Stage The trial phase was divided into two stages: a limited-scale trial and a larger-scale trial.
The first stage was a limited-scale trial conducted with three students from a senior high school in Indonesia to assess the readability of the questions.
The second stage involved a larger-scale trial with 36 students from the same school to determine the item difficulty index (P), item discrimination index (D), and reliability coefficient.
DOI: 10.
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May 2025 Product Assembly Stage After analyzing the test result data, the items were assembled into a unified scientific literacy assessment instrument.
Fig 1.
Instrument Development Steps The participants in this study were divided into two groups.
The first group consisted of three students who had participated in the limited trial phase, while the second group consisted of 36 students who participated in the extensive trial phase.
Data on instrument feasibility were collected through question item validation and both limited and extensive trials.
The Aiken index equation was used to analyze the feasibility data of the instrument, formulated as follows:
ycO= Ocyc ycu.
caOe.
The Validator Agreement Index .
cO) represents the level of agreement among validators in assessing an instrument.
The score assigned by each validator .
is obtained by subtracting the lowest score in the selected category .
co0 ) from the validatorAos chosen category score .
, following the formula yc = yco0 Oe yc.
The total number of validators involved in the assessment is denoted by ycu, while yca represents the number of categories available for selection by the validators.
Based on the index calculation results, an instrument can be categorized as valid according to the criteria presented in Table 1.
p-ISSN: 2477-5959 | e-ISSN: 2477-8451 Scientific Literacy Assessment for Physics Instruction by Integration Local Wisdom of Mandar TribeA Dewi Sartika.
Nurlina.
Mutmainna Table 1.
Instrument Validity Criteria Index Value (V) Valid Category >0.
Very Valid 0,4 Ae 0,8 Retained (Needs Revisio.
<0.
Not Valid Furthermore, the question Item Difficulty Index (P) is determined using the following formula:
ycI ycE = ycN ycu 100% .
Where ycI represents the number of respondents who answered correctly, and ycN denotes the total number of respondents.
The criteria for interpreting the item difficulty index are based on the following guidelines:
Table 2.
Item Difficulty Index Criteria IDI Value Difficulty Category 0,00 Ae 0.
Very Difficult 0,21 Ae 0.
Difficult 0,41 Ae 0.
Moderate (Retaine.
0,61 Ae 0.
Easy 0,81 Ae 1.
Very Easy The discrimination index (D) measures an itemAos ability to differentiate between high and low-ability students .
, calculated as:
ya= yaycnyciEa .
%)Oeyaycuyc.
%) ycA The criteria for the Item Discrimination Index are presented in Table 3:
Table 3.
Item Discrimination Index Criteria Index Value Discriminating Power Category -1,00 Ae 0.
Very Low 0,21 Ae 0.
Low 0,41 Ae 0.
Moderate (Retaine.
0,61 Ae 0.
High 0,81 Ae 1.
Very High Furthermore, the Reliability Coefficient was calculated using the KR-20 method .
ycIycuyc = Oc ycyyc Oe ycI 2 ] ycuOe1 Where ycu represents the total number of test items, ycy is the proportion of respondents who answered correctly, yc is the proportion of respondents who answered incorrectly, and ycIycu2 denotes the overall variance of the test.
The reliability coefficient criteria are presented in Table 4.
Test instruments with reliability coefficients categorized as moderated, high, or very high are generally considered acceptable as relatively standard testing tools.
The detailed criteria are as follows:
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Reliability Coefficient Criteria Value Reliability Coefficient Criteria 00 Ae 0.
Very Low 21 Ae 0.
Low 41 Ae 0.
Moderate (Retaine.
61 Ae 0.
High 81 Ae 1.
Very High
RESULTS AND DISCUSSIONS
Product Designing The first step in developing the assessment process was determining the test objectives and identify the materials and competencies to be assessed.
The primary objective of the test was to measure studentsAo scientific literacy skills based on three key indicators: .
explaining phenomena scientifically, .
evaluating and designing scientific inquiry, and .
interpreting data and evidence Subsequently, the relevant materials and competencies were identified.
The selected material focused on the concept of heat, with specific competencies and achievement indicators outlined in Table 5.
Table 5.
Basic Competence and Indicators of Competency Achievement Basic Competence Indicators of Competency Achievement Analyzing the effect of heat on the type of material .
through observing local cases in everyday life Analyzing the effect of Analyzing the effect of heat on changes in object temperature heat and heat transfer, .
pecific heat and heat capacit.
through observing local cases in which includes the daily life thermal characteristics of a material, capacity.
Analyzing the effect of changes in object temperature on object and heat conductivity in size .
through life everyday life Analyzing heat transfer by conduction, convection, and radiation through observing local cases in everyday life The test grid was designed based on scientific literacy indicators and predetermined learning achievement indicators.
According to this assessment framework, each scientific literacy indicator was represented by 5 to 9 test items.
The development of question items was aligned with the established test grid to ensure consistency and validity.
A total of 23 multiple-choice questions were created, each incorporating contextual elements by integrating aspects of the local wisdom of the Mandar tribe.
One example of a question developed for the scientific literacy assessment, which integrates the local wisdom of the Mandar tribe, is presented in Figure 2.
As illustrated in the question in Figure 2, the assessment utilized multiple-choice questions.
Consequently, the scoring criteria for this prototype followed standard multiple-choice scoring guidelines.
A correct answer was awarded 1 point, while an incorrect answer received 0 points.
The next stage in the process was assessment validation, which was conducted by two expert validators specializing in physics education research.
Based on the results of expert validation of the instrument, the content validity coefficient, with a value of 1, meets the criteria for being very valid.
An instrument that meets the criteria is very valid, meaning that the instrument is accurate and relevant in measuring scientific literacy skills.
The development of this instrument addresses the issue of the lack of scientific literacy assessment tools capable of accurately measuring the literacy levels of local students .
, .
However, there are still questions that need to be revised according to the suggestions and inputs from the two expert At this stage, there are nine revised questions, and 3 of them were decided not to be used .
It is known that the majority of the revised questions are questions with redaction of core questions and answer choices that are considered less literate by validators, so improvements are made p-ISSN: 2477-5959 | e-ISSN: 2477-8451 Scientific Literacy Assessment for Physics Instruction by Integration Local Wisdom of Mandar TribeA Dewi Sartika.
Nurlina.
Mutmainna to the redaction of questions and answer choices.
In addition, there are also 3 .
images on 3 .
different questions, which the validator suggested to be replaced with more contextual images.
The revision of the question statement and the replacement of the picture make the instrument more contextual and meet the elements of scientific literacy assessment.
Furthermore, the question items in this instrument also contain local cultural elements that make it more unique and more suitable for use in the West Sulawesi region.
Fig 2.
One of the scientific literacy assessment items that has been developed Trial Product Furthermore, the results of the limited trial demonstrated that the readability of the questions, including both the wording and the accompanying images, was categorized as good.
As a result, no further revisions were necessary.
This finding indicates that the developed instrument was clear and easily understood by students, ensuring its effectiveness in assessing scientific literacy.
Nevertheless, the extensive trial revealed several unsatisfactory results regarding the developed The findings indicated that: .
the reliability coefficient of the instrument was still relatively low, .
more than 50% of the items had a poor discrimination index, and .
40% of the DOI: 10.
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These results suggest that further revisions and refinements are necessary to enhance the instrumentAos reliability, item discrimination, and overall effectiveness in measuring scientific literacy.
The reliability coefficient, which is classified as a low category, according to .
, is reasonable even though the reliability index in the world of education that is tolerated to be accepted as a relatively standard test tool is a test result that is at a value of 0.
40 Ae 1.
00, namely in the medium, high, and very high categories .
, .
, .
Therefore, it is highly recommended to revise several questions to improve the quality of the reliability of the instrument that has been developed.
Fig 3.
Item characteristic map Furthermore, this revision suggestion is strengthened by the results of the discrimination index and the item difficulty index, as shown in Figure 3.
A total of 11 questions in the results of the analysis of the power discrimination index obtained a score below 0.
20, two questions obtained a score of 0, and 1 question obtained a value of -1.
From the results of the literature review, it is known that if the item discrimination index has a value of zero, this means that the item is not able to distinguish between students who know the correct answer and students who do not know.
Some of the factors that can affect the low item discrimination index are .
the item is too easy or too difficult so that it allows all students to be wrong or all students are right, .
the item is confusing as a result of ambiguous sentence construction .
iving rise to double interpretatio.
, this is because the question sentence is too For item difficulty index data, it is known that 8 out of 20 questions are categorized as very easy, with a score of 0.
81 Ae 1.
It is known that the tolerance limit as a standard test is a question item that has an item difficulty index of 0.
30 Ae 0.
Question items that are too easy result in almost all students being able to answer correctly on these items, so it will be difficult for researchers to know whether the question items can test students' literacy skills properly.
From this explanation, it can be further understood the importance of revising several items of this test instrument that has been In addition, to maintain the quality of students' answers purely from the results of their thoughts, it is recommended that strict supervision is carried out during the test.
It is needed to avoid students cheating on each other and produce mostly correct answers.
Therefore, it was decided that there were 3 question items to be revised because the item was categorized as lacking for the difference index as well as being categorized as very easy for the difficulty index.
On the other hand, based on Figure 4, which presents the results of the larger test, it is also known that although the average scores for each indicator fall within the high category, students demonstrate greater proficiency in answering scientific literacy questions related to Indicator .
Explaining Scientific Phenomena, compared to Indicator .
Evaluating and Designing Scientific Investigations, and Indicator .
Interpreting Scientific Data and Evidence.
However, these findings address the issue p-ISSN: 2477-5959 | e-ISSN: 2477-8451 Scientific Literacy Assessment for Physics Instruction by Integration Local Wisdom of Mandar TribeA Dewi Sartika.
Nurlina.
Mutmainna of low scientific literacy scores among students.
These results align with previous studies .
, .
, .
, .
, .
, .
, .
, .
This outcome can be attributed to the fact that the number of questions in Indicator .
is higher than in the other two indicators.
Additionally, students are frequently exposed to conceptual questions and real-life science phenomena in physics lessons, particularly during the stimulus stage.
As a result, they are more accustomed to answering physics questions that relate to their daily experiences.
However, for Indicator .
Evaluating and Designing Scientific Investigations, and Indicator .
Interpreting Data and Evidence, students still rarely meet and work on problems with this type.
Hence, the score on this indicator is not as high as the previous Indicator .
Explaining Scientific Phenomena.
Fig 4.
Scientific literacy scores per indicator Product Assembly The product assembly stage marked the final phase in developing the scientific literacy assessment At this stage, revisions were made based on findings from both limited and large trials.
Items with poor discrimination and very high ease levels were either revised or eliminated to improve the instrumentAos psychometric quality.
Specifically, three items were revised due to overlapping weaknesses in discrimination indices.
This refinement process ensured that only the most representative and functional items were retained in the final instrument.
Furthermore, attention was given to content coverage, clarity, and cultural contextualization.
As a result, the final instrument is not only valid and reliable but also culturally responsive, making it a practical tool for assessing studentsAo scientific literacy in the physics learning context within Indonesia, particularly in culturally rich regions such as West Sulawesi.
CONCLUSION AND SUGGESTION
The developed scientific literacy assessment instrument effectively measures studentsAo literacy skills across three key indicators, incorporating local wisdom from the Mandar tribe for contextual Expert validation confirmed high content validity, but revisions were needed to improve question clarity and contextualization.
While the limited trial showed good readability, the extensive trial revealed low reliability, poor item discrimination, and many overly easy questions.
Students performed best in Explaining Scientific Phenomena, likely due to greater exposure to physics lessons, while they struggled more with Evaluating Scientific Investigations and Interpreting Data.
This assessment tool provides a culturally relevant approach to measuring scientific literacy and can support teachers in diagnosing students' literacy levels.
Despite its high validity, further improvements are needed to enhance reliability and discriminatory power.
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ACKNOWLEDGMENTS
We acknowledge the support from the Universitas Sulawesi Barat for funding this research.
REFERENCES