<![CDATA[The development of digital technology in the Society 5.0 era requires assessment instruments capable of accurately measuring students’ digital literacy within authentic physics learning contexts. Digital literacy has become an essential competency for accessing, evaluating, creating, and communicating information through digital technologies while solving scientific problems. However, instruments specifically designed to assess digital literacy in physics learning remain limited. This study aimed to develop and validate a digital literacy assessment instrument for senior high school students studying kinematics. A Research and Development (R&D) approach adapted from the Borg and Gall model was employed. Instrument development was guided by the DigComp 2.1 framework, encompassing five dimensions: information and data literacy, communication and collaboration, digital content creation, digital safety, and problem solving. Data were collected through needs analysis, expert validation, pilot testing, and large-scale field testing involving senior high school students. Instrument quality was evaluated using Aiken’s V for content validity, Exploratory Factor Analysis (EFA) for construct validity, Cronbach’s alpha for internal consistency, and the Rasch model for item fit, person reliability, item reliability, and Differential Item Functioning (DIF). The findings demonstrated high content and construct validity, excellent reliability, satisfactory model fit, and no significant bias across gender or school origin. Teachers and students also perceived the instrument as practical, clear, and easy to administer. Overall, the developed instrument is a valid, reliable, and practical tool for assessing students’ digital literacy in physics learning and supports technology integrated assessment practices in senior high school science education.]]>
