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Analysis of student items and abilities on the scientific literacy and biology creativity instruments
Abstract
Indonesia ranked 68th out of 81 nations in PISA 2022 science (mean score 398 vs. OECD average 485), underscoring urgent deficits in scientific literacy and creativity among Indonesian students. This study analyzed these two competencies among 108 10th-grade students across three classes (X E7, X E8, X E10) on Ecosystem topics, using a 36-item five-point Likert-scale questionnaire 18 scientific literacy items (science content, process, context, and attitudes) and 18 creativity items (fluency, flexibility, originality, elaboration, curiosity, and risk-taking) validated through Rasch Partial Credit Model analysis. Results revealed very high internal consistency (scientific literacy α=0.959; creativity α=0.947); however, all 36 items exhibited systematic overfit infit MNSQ values (range: 0.20–0.61; mean: 0.372 and 0.381 respectively), indicating inter-item redundancy and insufficient construct breadth. Despite this limitation, both instruments demonstrated strong unidimensionality and remained well-targeted for this population. A very strong positive correlation was found between scientific literacy and creativity (r=0.903), with Class X E10 achieving the highest mean ability for both constructs. These findings provide pedagogical recommendations to strengthen science process and originality dimensions in biology learning, while highlighting the need to diversify item content and difficulty range in future instrument development.
Abstrak. Indonesia berada di peringkat ke-68 dari 81 negara dalam sains PISA 2022 (skor rata-rata 398 vs rata-rata OECD 485), yang menunjukkan adanya defisit yang mendesak dalam literasi sains dan kreativitas di kalangan pelajar Indonesia. Studi ini menganalisis dua kompetensi di antara 108 siswa kelas 10 di tiga kelas (X E7, X E8, X E10) pada topik Ekosistem, menggunakan 36 item kuesioner skala Likert lima poin 18 item literasi sains (konten sains, proses, konteks, dan sikap) dan 18 item kreativitas (kefasihan, fleksibilitas, orisinalitas, elaborasi, rasa ingin tahu, dan pengambilan risiko) divalidasi melalui analisis Model Kredit Parsial Rasch. Hasil menunjukkan konsistensi internal yang sangat tinggi (literasi sains α=0,959; kreativitas α=0,947); namun, semua 36 item menunjukkan nilai MNSQ overfit infit yang sistematis (kisaran: 0,20–0,61; rata-rata: masing-masing 0,372 dan 0,381), yang menunjukkan redundansi antar-item dan luas konstruk yang tidak memadai. Meskipun terdapat keterbatasan, kedua instrumen menunjukkan unidimensionalitas yang kuat dan tetap tepat sasaran untuk populasi ini. Terdapat korelasi positif yang sangat kuat antara literasi sains dan kreativitas (r=0,903), dengan Kelas X E10 mencapai rata-rata kemampuan tertinggi untuk kedua konstruk tersebut. Temuan ini memberikan rekomendasi pedagogi untuk memperkuat dimensi proses sains dan orisinalitas dalam pembelajaran biologi, sekaligus menyoroti kebutuhan untuk mendiversifikasi konten item dan rentang kesulitan dalam pengembangan instrumen di masa depan.
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