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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Kusnadi Kusnadi
Universitas Pendidikan Indonesia, Bandung, Indonesia

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Development and Rasch Validation of a Climate Change-Based Test to Measure Senior High School Students’ Numeracy Literacy Via Aini; Kusnadi Kusnadi; Topik Hidayat; Lilit Rusyati
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2197

Abstract

The increasing availability of climate change-related data and the growing emphasis on data-based decision-making underscore the importance of numeracy literacy in education. Assessment instruments that integrate real-world issues, such as climate change, are needed to evaluate students’ ability to interpret, analyze, and reason with quantitative information. This study developed and validated a climate change-based numeracy literacy test for senior high school students. The instrument consisted of 36 multiple-choice items developed by aligning the PISA 2022 numeracy framework with selected climate change scenarios. Content validity was examined through expert judgement using Aiken’s V, while construct validity and reliability were analyzed using the Rasch measurement model. Data were obtained from 65 eleventh-grade students at a public senior high school in Lampung Province, Indonesia. The content validity results showed that all 36 items were classified as highly valid. Rasch analysis showed that 33 items (91.7%) conformed to the model expectations, supporting the construct validity and unidimensional structure of the test. The instrument demonstrated good item reliability (0.85–0.87) and fair person reliability (0.70–0.73), indicating that it is suitable for group-level assessment. The findings indicate that the instrument can be used to assess climate change-based numeracy literacy, although several items require further refinement
Exploring Factors Influencing Learning Stress in Basic Biology Courses: Insight From Undergraduate Students in Papua Arini Rahmadana; Adi Rahmat; Lilit Rusyati; Kusnadi Kusnadi; Mustafa Cakir
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 1: MARCH 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i1.427

Abstract

Stress in studying is a common experience among undergraduate students, especially in courses that require intensive understanding such as basic biology. This study aims to identify factors that influence students' perceptions of stress. This study used a modified version of the academic stress scale developed by Bedewey and Gabriel (2015) with an internal consistency reliability of 0.7 (Cronbach's alpha). We added several statements to make them relevant to students' conditions and several open-ended questions to strengthen the data. The survey was distributed to three universities in the Papuan region with a total of 60 respondents. Participants were second- and fourth-semester students enrolled in basic biology courses. Descriptive statistics were used to analyze the students' experiences. The results showed that half of the students experienced academic stress primarily due to anxiety about course grades. Other major stress factors include feeling overwhelmed by the workload, difficulties with self-management, and limited knowledge about the learning strategies they should use. Non-academic stressors included personal and economic problems, as well as issues related to the personality of their lecturers. Students' perceptions of learning stress were in the moderate category. These findings suggest that excessive workload and poor self-management increase academic stress and may contribute to cognitive overload. Therefore, teaching strategies that consider student workload and develop self-regulation in students have the potential to reduce learning stress and improve academic well-being in biology courses
Co-Authors Arini Rahmadana Lilit Rusyati Mustafa Cakir Topik Hidayat Topik Hidayat Via Aini