Creating and Validating a Chemical Literacy Instrument Aligned SDG Contexts (CLIS): Construct and RASCH Analysis

Samudra Mutiara Hasanah, Sri Rahayu, Oktavia Sulistina, Naif Mastoor Alsulami

Abstract


The connection between sustainability-based education and scientific literacy, particularly in the field of chemistry, is becoming increasingly significant. Therefore, a chemical literacy instrument needs to be integrated with sustainability contexts as a further development to equip students with a holistic understanding of the Sustainable Development Goals (SDGs). This study aims to create and validate a Chemical Literacy Instrument aligned with SDG contexts (CLIS) focusing on atomic structure and periodic properties of elements. The instrument development process included item creation, content validation, and reliability analysis. The study involved chemistry education students from a university in Indonesia (N = 83). The CLIS achieved expert validation with an S-CVI value of 0.95. Through RASCH analysis, 21 valid items with high reliability were identified, including 18 multiple-choice questions (r = 0.833) and 3 essay questions (r = 0.817). The instrument demonstrated effective distractor functionality, discrimination index, difficulty index, and outfit MNSQ and ZSTD values. These results confirm the reliability and validity of the CLIS in assessing chemical literacy within sustainability contexts, specifically focusing on SDG 3: good health and well-being. The CLIS is recommended as a dependable tool for measuring chemical literacy in sustainability contexts. This research contributes to advancing chemical literacy to address global sustainability challenges related to health and the environment.

Keywords


chemical literacy; RASCH model; sustainability contexts; valid instrument; winstep software

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DOI: https://doi.org/https://doi.org/10.24815/jpsi.v13i2.44678

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