Asesmen Literasi dan Sains Berbasis STEM Yang Kontekstual dan Aplikatif Pada Sekolah Target PISA di SMP PGRI 5 Denpasar

Putu Dessy Fridayanthi

doi:10.59672/widyadari.v27i2.7276

Authors

Putu Dessy Fridayanthi Universitas PGRI Mahadewa Indonesia

DOI:

https://doi.org/10.59672/widyadari.v27i2.7276

Keywords:

STEM assessment, scientific literacy, PISA, PISA-target school

Abstract

This study aims to analyze the characteristics of Science, Technology, Engineering, and Mathematics (STEM) concepts integrated into literacy and science assessment based on the standards of the Programme for International Student Assessment (PISA), as well as to develop a contextual and applicable assessment design appropriate to the characteristics of students at SMP PGRI 5 Denpasar. The study employed a mixed-methods approach with an exploratory sequential design. The participants consisted of 116 students and 6 teachers. Data were collected through observations, interviews, document analysis, questionnaires, and expert validation. Data analysis involved qualitative analysis, the Gregory validity index, empirical validity, and instrument reliability analysis. The findings indicate that STEM-PISA assessment characteristics include the use of contextual stimuli based on real-world problems, the utilization of data and graphs, higher-order reasoning, cross-disciplinary integration, varied response formats, and assessment of thinking processes. The developed assessment design integrates science, technology, engineering, and mathematics through authentic contexts, data literacy, problem-solving, and assessment rubrics. Students’ perceptions obtained a mean score of 3.96, while teachers’ perceptions reached 4.42 on a five-point scale, indicating that the assessment design was considered relevant and acceptable for supporting contextual learning and assessment.

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