Virtual Test Instruments to Measure Scientific Literacy of High School Students on Work and Energy

Abstract

Abstract Science literation is one aspect of assessment that is required in the K-13 curriculum. This study aims to describe the science literacy skills of high school students in the matter of effort and energy in learning physics and to determine the characteristics and quality of scientific literacy instruments using virtual test. The research method used is the 4D development method: Define, Design, Development, Disseminete. The scientific literacy test was validated by expert lecturers and physics teachers with CVI results in the very good category and CVR analysis in the valid category. The results of the analysis of the Rasch model show that the test instrument is accepted and can measure what it should measure. Research participants are tenth grade who has studied the concepts of work and energy. The virtual test contains scientific literacy skills which contain physics questions on the concepts of work and energy. The results showed that the scientific literacy skills of high school students were 65,2% for the contextual aspect, 65,1% for the knowledge aspect, and 69,5% for the competence aspect. Based on the research results, students’ scientific literacy skills are in the good category.