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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Al Jahiz: Journal of Biology Education Research
Riandi
Indonesia University of Education
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics

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Validity and Reliability of the Sustainability Literacy Knowledge Domain among Pre-Service Science Teachers: A Rasch Analysis Aldeva Ilhami; Topik Hidayat; Riandi; Siti sriyati
Al Jahiz Vol 7 No 1 (2026): Al-Jahiz: Journal of Biology Education Research, January-June 2026 (In Progress)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Jurai Siwo, Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/al-jahiz.v7i1.11550

Abstract

Sustainability literacy is increasingly recognized as a critical competence for pre-service science teachers in addressing global sustainability challenges. The availability of psychometrically robust instruments in the Indonesian higher education context remains limited. This study aims to validate a sustainability literacy instrument within the cognitive domain using a Rasch dichotomous model to evaluate reliability, validity, item-fit statistics, and unidimensionality. The assessment instrument was designed to measure the extent of sustainability literacy among pre-service science teachers. A cross-sectional survey design was employed, involving 144 students from universities in Riau, Indonesia. Participants completed a sustainability literacy instrument comprising 30 multiple-choice items, developed based on the Sulitest framework. Data were analyzed using the Rasch measurement model with the assistance of Winsteps version 3.73 software, focusing on item fit indicators (Outfit MNSQ, ZSTD, and PTMEA Corr.), reliability indices, and principal component analysis of residuals. The results demonstrated that the instrument achieved good internal consistency (α = 0.85), high item reliability (0.94), and stable person reliability (0.84). Two items were identified as misfitting and recommended for revision, while the remaining items met acceptable MNSQ and PTMEA criteria. Furthermore, unidimensionality was confirmed, indicating that the instrument measures a single latent construct of cognitive sustainability literacy. The validated instrument can be used by teacher education institutions to diagnose pre-service teachers’ sustainability knowledge and to inform curriculum improvement. Its distinctive contribution lies in adapting an internationally recognized framework to the Indonesian higher education context through Rasch-based validation.
The Application of Local Potential-Based E-Modules to Improve Students Critical Thinking Skills in Biology Learning: A Systematic Literature Review Yena Harmelayati; Riandi; Amprasto
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14230

Abstract

The application of e-modules based on local potential in biology learning is an innovation that can integrate science with the local environment. This study aims to analyze the influence, effectiveness, and challenges of applying e-modules to improve critical thinking skills. A systematic literature review was adopted as the research method after selecting and screening articles using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) protocol. Articles published from 2017 to 2026 were retrieved from Scopus. Of the 109 articles identified, 11 articles were selected based on inclusion and exclusion criteria. The results show that electronic modules based on local potential are effective in improving students' critical thinking skills, scientific literacy, problem solving, and other 21st-century skills. The integration of local potential can help students connect scientific concepts with everyday life, creating more relevant and in-depth learning based on reality. However, challenges remain in terms of digital literacy, design, and curriculum suitability. This study is expected to serve as the basis for the development of contextual biology e-modules oriented towards higher-order thinking skills.
Co-Authors Aldeva Ilhami Amprasto Siti sriyati Topik Hidayat Yena Harmelayati