<![CDATA[The low level of students’ scientific literacy in Indonesia remains a significant challenge in 21st-century education. One of the contributing factors is the use of assessment instruments that predominantly measure lower-order thinking skills (LOTS) and have not fully facilitated the development of scientific literacy competencies. In the topic of cell biology for Grade XI students, learners are expected not only to understand concepts but also to analyze phenomena, interpret data, and evaluate scientific investigations. This study aimed to analyze the scientific literacy competencies embedded in daily assessment questions on cell biology for Grade XI students in the 2025/2026 academic year at senior high schools across Seberida District. The study employed a descriptive qualitative approach using content analysis. Data were collected through documentation of daily assessment questions and teaching modules, as well as semi-structured interviews with Biology teachers from SMA Negeri 1 Seberida, SMA Negeri 2 Seberida, and SMA Muhammadiyah Seberida. Data analysis was conducted based on the scientific literacy indicators outlined in the PISA framework, including explaining scientific phenomena, interpreting data and scientific evidence, and evaluating and designing scientific investigations. The results revealed that, of the 30 items analyzed, the aspect of explaining scientific phenomena obtained the highest percentage at 60% (high category), followed by interpreting data and scientific evidence at 23.3% (moderate category), and evaluating and designing scientific investigations at 16.7% (low category). Furthermore, the assessment items were still dominated by LOTS questions, accounting for 56.7%, while HOTS questions constituted 43.3%. Therefore, the scientific literacy competencies reflected in the daily assessment questions on cell biology for Grade XI students in senior high schools across Seberida District have not yet been optimally developed and should be enhanced through the integration of HOTS-oriented and scientific literacy-based assessment items.]]>
