<![CDATA[Science literacy and sustainability awareness are important 21st-century competencies that require valid and reliable measurement instruments, particularly in sustainability-oriented science learning. This study aimed to analyze the validity and reliability of a science literacy instrument and a sustainability awareness instrument for students using the Rasch Model. The study employed a quantitative evaluative-descriptive design involving 34 seventh-grade students from MTs Negeri Singkawang in the 2025/2026 academic year, selected through simple random sampling as a pilot study stage. The science literacy instrument consisted of 15 multiple-choice items based on the PISA framework, with indicators covering explaining scientific phenomena, evaluating and designing scientific inquiry, and interpreting data and scientific evidence. The sustainability awareness instrument consisted of 20 Likert-scale items covering sustainability practice awareness, behavioral and attitude awareness, and emotional awareness. Data were analyzed using Winsteps through item fit, reliability, separation index, item difficulty, and unidimensionality. The analysis results showed that 13 of the 15 science literacy items met the fit criteria, with an item reliability of 0.82 (good) and a person reliability of 0.62 (weak). For the sustainability awareness instrument, 18 of the 20 items met the criteria, with an item reliability of 0.87 (good) and a person reliability of 0.56 (weak). Both instruments met the assumption of unidimensionality and showed an adequate range of item difficulty. The instruments are considered sufficiently feasible for use in the evaluation of science learning based on Education for Sustainable Development, with revisions needed for misfitting items and further testing on a broader sample.]]>
