Abstract

The background of this research is the lack of assessment instrument used to measure chemical literacy skills and the low understanding of students towards the implementation of chemical concepts in daily life. The aim of this research is to develop an ethnoscience-based assessment instrument to measure chemical literacy skills. This study is a research and development (Research and Development). The design of this study uses the 4D model (Define, Design, Develop, Disseminate). The subjects of this study were 16 students in a small-scale trial and 73 students in a large-scale trial. Data collection techniques in this study include interviews, questionnaires and tests. The data collection instruments used are interview sheets, validation sheets, test questions, assessment rubrics and student response sheets. The data analysis technique in this study starts from the analysis of validation data, empirical evidence with Aiken's V and analysis of small-scale trials which include content validity tests, construct validity, item validity, reliability, level of difficulty, and discrimination using the Rasch Model. The results of this study, namely the expert validation analysis obtained a total average score of 70/75 with a very valid category. Empirical evidence with Aiken's V obtained an Aiken's V index value is 0.91 with a valid category. Small-scale trials showed a construct validity result of 48.9% with a very good category, all items were valid, the Cronbach Alpha value was 0.80 with a high category, the level of difficulty of the questions was divided into 4 categories of difficulty, the person separation value was at a score of 2.25 with a sufficient category and item separation with a value of 2.09 with a sufficient category. The large-scale trial showed the results of construct validity of 21.9% with a good category, all questions were declared valid, the Cronbach Alpha value was 0.68 with a high category, the level of difficulty of the questions was divided into 4 categories of difficulty, the person separation value was at a score of 2.20 with a sufficient category and item separation with a value of 3.28 with a very good category, the profile of students' chemical literacy abilities in the small and large-scale trials was highest in the attitude aspect with an average percentage of 88.39% and 64.77% respectively. The responses of students in the large-scale trial were in the fairly good category with an average score of 3.72/5. The conclusion of this study is that the assessment instrument developed is declared eligible based on the results of content validation analysis, empirical evidence and small-scale trials.