PISA 2025-Based Digital Physics Literacy Assessment: A Development Study on Wave Material in Lamongan
Keywords:
Assessment Digital, HOTS, Physics Literacy, PISA 2025, Wave MaterialAbstract
Objective: This study aimed to develop and validate a digital assessment instrument for physics literacy, framed around the three PISA 2025 science competencies, using wave material for grade XI students at a senior high school in Lamongan. Method: The study used a Research and Development (R&D) approach following the ADDIE model, limited to the Development stage, comprising expert validation and a limited trial involving 35 grade XI Phase F students. The instrument consisted of 10 higher-order-thinking essay items (Bloom's cognitive levels C4–C6), with a maximum score of 32 points, contextualized around the Sumenep Earthquake, East Java (M6.0, 30 September 2025). Results: The instrument was very valid (CVI = 0.89) and reliable (Cronbach's α = 0.84). Students' physics literacy profile was distributed as 45.7% Developing, 34.3% Capable, and 20.0% Proficient, with a class average of 76.0% (Capable category). Achievement per PISA 2025 competency was K-1, Explaining Scientific Phenomena, 80.3%; K-2, Evaluating Investigation Design and Interpreting Data, 74.9%; and K-3, Evaluating Scientific Information and Decision-Making, 73.4%. Novelty: This is the first PISA 2025-based digital assessment instrument for physics literacy contextualized on an authentic local seismic phenomenon in East Java, validated by a multi-expert panel comprising physics-education academics and a practicing teacher.
References
Abeden, N. A. M., & Siew, N. M. (2022). Assessing students' critical thinking and physics problem-solving skills in secondary schools. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(6), e001584. https://doi.org/10.47405/mjssh.v7i6.1584
Al-Ajmi, B., & Ambusaidi, A. (2019). The level of scientific argumentation skills in chemistry. Science Education International, 33(1), 66–74. https://doi.org/10.33828/sei.v33.i1.7
Alhusni, H. Z., Habibbulloh, M., Lestari, N. A., Realita, A., Jatmiko, B., & Deta, U. A. (2024). Scientific literacy in physics learning: A bibliometric analysis from 1977 until 2023 and its impact on quality education. E3S Web of Conferences, 513, 04012. https://doi.org/10.1051/e3sconf/202451304012
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Arafah, K., Amin, B. D., Sari, S. S., & Hakim, A. (2021). The development of higher order thinking skills (HOTS) instrument assessment in physics study. Journal of Physics: Conference Series, 1899(1), 012140. https://doi.org/10.1088/1742-6596/1899/1/012140
Asrizal, A., Annisa, N., Ahzari, S., & Helma, H. (2025). Interactive multimedia sound and light waves integrated STEM to develop concept understanding and literacy skills of students. Journal of Turkish Science Education, 22(1), 18–32. https://doi.org/10.36681/tused.2025.002
Astalini, A., Darmaji, D., Kurniawan, D. A., & Minarsih, M. (2022). Identification of HOTS creative thinking, science process skills and digital literacy in physics subject. Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 12(1), 47–61. https://doi.org/10.26740/jpfa.v12n1.p47-61
Astutik, S., Susantini, E., Madlazim, M., Suprapto, N., & Prahani, B. K. (2022). Evaluation of physical science literacy assessment instrument based on PISA 2025: A secondary school needs analysis. Journal of Physics: Conference Series, 2309, 012054. https://doi.org/10.1088/1742-6596/2309/1/012054
Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe's content validity ratio: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47(1), 79–86. https://doi.org/10.1177/0748175613513808
Bhakti, Y. B., Arthur, R., & Supriyati, Y. (2023). Development of an assessment instrument for critical thinking skills in physics: A systematic literature review. Journal of Physics: Conference Series, 2596(1), 012067. https://doi.org/10.1088/1742-6596/2596/1/012067
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Springer Netherlands. https://doi.org/10.1007/978-94-007-2324-5_2
BMKG. (2025). Laporan gempa tektonik M6,0 Sumenep, Madura, Jawa Timur, 30 September 2025. Badan Meteorologi, Klimatologi, dan Geofisika.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6
Chasanah, N., Widodo, W., & Suprapto, N. (2022). Pengembangan instrumen asesmen literasi sains untuk mendeskripsikan profil peserta didik. PENDIPA Journal of Science Education, 6(2), 474–483. https://doi.org/10.33369/pendipa.6.2.474-483
Deta, U. A., A'yun, S. K., Laila, L., Prahani, B. K., & Suprapto, N. (2024). PISA science framework 2018 vs 2025 and its impact in physics education: Literature review. Momentum: Physics Education Journal, 8(1), 95–107. https://doi.org/10.21067/mpej.v8i1.9215
Deta, U. A., Sasmi, R. R., Arisanti, A., Laila, L., Hudha, M. N., Mubarok, H., Prahani, B. K., & Suprapto, N. (2025). Earthquake scientific literacy profile of Indonesian first year pre-service physics teacher. Journal of Education and Learning (EduLearn), 19(2), 890–899. https://doi.org/10.11591/edulearn.v19i2.21624
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse. Science Education, 88(6), 915–933. https://doi.org/10.1002/sce.20012
Fadilah, M., Permanasari, A., Riandi, R., & Maryani, E. (2020). Analisis karakteristik kemampuan literasi sains konteks bencana gempa bumi. Jurnal IPA & Pembelajaran IPA, 4(1), 103–119. https://doi.org/10.24815/jipi.v4i1.16651
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Pearson Education.
Holbrook, J., & Rannikmäe, M. (2020). Contextualized science education for meaningful learning. International Journal of Science Education, 42(1), 1–18. https://doi.org/10.1080/09500693.2019.1701866
Kania, N., Kusumah, Y. S., Dahlan, J. A., Nurlaelah, E., Gürbüz, F., & Bonyah, E. (2024). Constructing and providing content validity evidence through the Aiken's V index based on the experts' judgments of the instrument to measure mathematical problem-solving skills. REID (Research and Evaluation in Education), 10(1), 64–79. https://doi.org/10.21831/reid.v10i1.71032
Kemendikbudristek. (2023). Siaran pers: Peringkat Indonesia pada PISA 2022 naik 5–6 posisi dibanding 2018. https://www.kemdikbud.go.id/main/blog/2023/12/peringkat-indonesia-pada-pisa-2022-naik-56-posisi-dibanding-2018
Koza, Y., Harso, A., & Doa, H. (2024). Pengembangan instrumen soal HOTS pada materi fluida statis. OPTIKA: Jurnal Pendidikan Fisika, 8(1), 69–78. https://doi.org/10.37478/optika.v8i1.3555
Kurniawan, A., Istiyono, E., & Daeng Naba, S. (2024). Item quality analysis of physics concept understanding test with Rasch model. JIPF (Jurnal Ilmu Pendidikan Fisika), 9(3), 474–486. https://doi.org/10.26737/jipf.v9i3.5692
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Lumembang, M. M., & Bandari, T. (2024). Utilitas platform digital pada pembelajaran fisika kelas X MAN Pinrang. Al-Irsyad Journal of Physics Education, 3(1), 28–40. https://doi.org/10.58917/ijpe.v3i1.104
Mahendra, A., Prahani, B. K., & Kurtuş, M. A. (2025). Development of interactive physics learning website based on STEAM approach. Journal of Digitalization in Physics Education, 1(1), 000003. https://doi.org/10.26740/jdpe.v1i1.38994
Martawijaya, M. A., Rahmadhanningsih, S., Swandi, A., Hasyim, M., & Sujiono, E. H. (2023). The effect of applying the ethno-STEM-project-based learning model on students' higher-order thinking skill and misconception of physics topics related to Lake Tempe, Indonesia. Jurnal Pendidikan IPA Indonesia, 12(1), 1–13. https://doi.org/10.15294/jpii.v12i1.38703
OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en
OECD. (2024). PISA 2025 science framework. OECD Publishing. https://pisaframework.oecd.org/science-2025/
Prahani, B. K., Rizki, I. A., Nisa', K., Citra, N. F., Alhusni, H. Z., & Wibowo, F. C. (2022). Implementation of online problem based learning assisted by digital book with 3D animations to improve students' physics problem solving skills in magnetic field subject. Journal of Technology and Science Education, 12(2), 379–396. https://doi.org/10.3926/jotse.1590
Putra, W. P., Sasmito, A., & Kass, R. D. D. (2021). The development of disaster mitigation curriculum to improve disaster response capabilities at the elementary school in Indonesia. Eduvelop: Journal of English Education and Development, 5(1), 34–43. https://doi.org/10.31605/eduvelop.v5i1.920
Putri, F. I., Deswalman, D., & Tosin, A. I. (2024). Meta-analysis of PBL models on physics problem-solving abilities. EduFisika, 9(1), 74–80. https://doi.org/10.59052/edufisika.v9i1.32648
Rofiah, N. H., Kawai, N., & Hayati, E. N. (2021). Key elements of disaster mitigation education in inclusive school setting in the Indonesian context. Jàmbá: Journal of Disaster Risk Studies, 13(1), a1159. https://doi.org/10.4102/jamba.v13i1.1159
Rosana, D., Widodo, E., Setyaningsih, W., & Warno, D. S. (2020). Developing assessment instruments of PISA model to measure students' problem-solving skills and scientific literacy in junior high schools. Jurnal Pendidikan Sains Indonesia, 8(2), 292–305. https://doi.org/10.24815/jpsi.v8i2.17468
Simamora, N. N., Istiyono, E., & Wilujeng, I. (2024). Development of an assessment instrument to measure high school students' collaboration skills in physics learning. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 10(1), 39–46. https://doi.org/10.21009/1.10104
Sina, S. A., Uloli, R., & Abdjul, T. (2023). Website development as a physics learning media. Jurnal Penelitian Pendidikan IPA, 9(8), 5874–5883. https://doi.org/10.29303/jppipa.v9i8.4189
Sugiarti, T., Kaniawati, I., & Aviyanti, L. (2017). Development of assessment instrument of critical thinking in physics at senior high school. Journal of Physics: Conference Series, 812(1), 012018. https://doi.org/10.1088/1742-6596/812/1/012018
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sunarti, T., Satriawan, M., Prahani, B. K., & Rizki, I. A. (2024). Integrating digital books, 3D animations, and online problem-based learning to improve pre-service teachers' scientific literacy in general physics course. Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 14(2), 169–183. https://doi.org/10.26740/jpfa.v14n2.p169-183
Sung, Y. T., Chang, K. E., & Liu, T. C. (2022). The effects of integrating technology-supported learning on higher-order thinking. Educational Technology & Society, 25(2), 1–14.
Suprapto, N., Rizki, I. A., & Cheng, T. (2024). Profile of students' physics critical thinking skills and prospect analysis of project-oriented problem-based learning model. Journal of Educational and Social Research, 14(3), 134–149. https://doi.org/10.36941/jesr-2024-0062
Suryanti, N., & Nurhuda, N. (2021). The effect of problem-based learning with an analytical rubric on the development of students' critical thinking skills. International Journal of Instruction, 14(2), 665–684. https://doi.org/10.29333/iji.2021.14237a
Suryawati, E., Osman, K., & Meerah, T. S. M. (2023). Applying PRISMA in educational research. International Journal of Instruction, 16(2), 245–260. https://doi.org/10.29333/iji.2023.16214a
Ulu, Y., & Yerdelen-Damar, S. (2024). Metacognition and epistemic cognition in physics are related to physics identity through the mediation of physics self-efficacy. Physical Review Physics Education Research, 20, 010130. https://doi.org/10.1103/PhysRevPhysEducRes.20.010130
Widana, I. W. (2017). Higher order thinking skills assessment (HOTS). JISAE: Journal of Indonesian Student Assessment and Evaluation, 3(1), 32–44. https://doi.org/10.21009/jisae.v3i1.4859
Wiyono, K., Sury, K., Hidayah, R. N., Nazhifah, N., Ismet, I., & Sudirman, S. (2022). STEM-based e-learning: Implementation and effect on communication and collaboration skills on wave topic. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 8(2), 259–270. https://doi.org/10.21009/1.08208
Zakariya, Y. F. (2022). Cronbach's alpha in mathematics education research: Its appropriateness, overuse, and alternatives in estimating scale reliability. Frontiers in Psychology, 13, 1074430. https://doi.org/10.3389/fpsyg.2022.1074430
Downloads
Published
How to Cite
Issue
Section
Abstract views: 12
,
PDF Downloads: 2
, PDF Downloads: 2
, PDF Downloads: 1
