S. Jumini, S. Madnasri, E. Cahyono, Y.M. Nadrah, H. Hamzah, F. Fatiatun
This study aims to describe the quality of the items on the instrument for measuring technological literacy in terms of validity, reliability, level of difficulty, and discrimination. This research used a descriptive quantitative approach with a construction and validation design. Data was collected through a test with 15 multiple-choice questions and a questionnaire with 40 questions. The test was conducted on 30 6th-semester physics students in the integrated science course. Data were analyzed by describing data processing results using the Rasch Model with Winsteps software. This research shows that the instrument to measure technological literacy has seven valid and six invalid questions regarding knowledge. Regarding attitude, 36 questions are valid, and four questions are invalid. The item reliability value for the knowledge is 0.93 in the very good category. For attitude, it is 0.98 in the excellent category. It shows that the questionnaire items are reliable. In terms of the level of difficulty, there are two easy, five medium, five difficult, and three highly difficult items for knowledge questions. Only students with high abilities can answer in the highly difficult question category. There are seven easy, 14 medium, nine difficult, and ten highly difficult items for attitude questions. It is concluded that these technological literacy test items are suitable for assessment and can contribute to measuring technological literacy, which has not been done much. © 2024 Science Education Study Program FMIPA UNNES Semarang.
Universitas Sains Al-Qur’an of Central Java, Wonosobo, Indonesia; Departemen of Physiscs, Universitas Negeri Semarang, Indonesia; Departemen of Chemistry, Universitas Negeri Semarang, Indonesia; Departemen of Chemistry, Universitas Sains Islam Malaysia, Malaysia; Madrasah Aliyah Negeri 2, Wonosobo, Indonesia
