Development of Questions on Human Digestive System Material to Strengthen Scientific Literacy for Grade V Students

Abstract

Low scientific literacy among students is often due to learning that is overly textual and lacks real-life context, as well as the dominance of memorization-based questions that do not stimulate scientific thinking. This study aims to develop an evaluation instrument in the form of scientific literacy-based questions for elementary students, specifically on the human digestive system. Using a mixed-method approach and Tessmer’s formative evaluation model, the research began with 10 questions tested on 33 fifth-grade students. Initial analysis revealed that 6 questions were valid but had low reliability (α = 0.222), while 4 were invalid. These invalid items underwent a formative evaluation process including self-evaluation, expert review, one-to-one, small group, and field tests. After revisions to wording and contextual relevance, the instrument’s reliability improved to a moderate level (α = 0.460), and all questions became valid. The students’ average score also increased from 64 to 77.3. The final results indicate that the developed questions are valid, reliable, and aligned with students' cognitive stages. Furthermore, these scientific literacy-based questions enhanced the quality of evaluation, increased student engagement, and improved the appeal of the learning process in science education.