DEVELOPMENT OF A TRAINING MODEL TO IMPROVE SCIENCE TEACHERS’ COMPETENCE IN DESIGNING SCIENCE LITERACY ASSESSMENTS FOR JUNIOR HIGH SCHOOLS

Nugrahety Triwahyuni; Prasetyorini Prasetyorini; Bibin Rubini

doi:10.33751/jsep.v9i2.13017

DEVELOPMENT OF A TRAINING MODEL TO IMPROVE SCIENCE TEACHERS’ COMPETENCE IN DESIGNING SCIENCE LITERACY ASSESSMENTS FOR JUNIOR HIGH SCHOOLS

Nugrahety Triwahyuni, Prasetyorini Prasetyorini, Bibin Rubini

Abstract

Scientific literacy is a fundamental skill needed to prepare students for 21st-century demands. Despite its importance, Indonesia’s 2022 PISA results indicate that students’ scientific literacy remains below the international standard, mainly due to teachers’ limited ability to design literacy-based assessments. This study aims to develop and evaluate the effectiveness of the Blended Learning for Assessment and Scientific Literacy (BLAST-SCI) model, integrated with a Professional Learning Community (PLC), in improving junior high school science teachers’ competence in developing scientific literacy assessments. Using a Research and Development (R&D) approach adapted from the ADDIE framework, the study involved 30 science teachers from Bogor City. Data were collected through observation, interviews, questionnaires, and document analysis, which is analyzed using paired t-tests, N-Gain, ANOVA, and Aiken’s V. The findings show that the PLC-integrated BLAST-SCI model significantly improved teachers’ competence, as indicated by meaningful pretest–posttest differences (p < 0.05), high N-Gain scores (73–84%), and increased instrument validity (Aiken’s V = 0.817). Participants gave positive responses to the model’s materials, facilitation, and relevance. In conclusion, the PLC-integrated BLAST-SCI model is valid, effective, and practical for professional development, contributing to the enhancement of teachers’ assessment literacy and promoting students’ scientific literacy through contextual and high-quality assessments.

Keywords

assessment; teacher professional development; science literacy

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DOI: 10.33751/jsep.v9i2.13017