<![CDATA[This study developed PISA-like tasks in the Uncertainty and Data domain using climate change contexts and examined their potential to elicit junior high school students' statistical literacy. The study employed a design research methodology of the development studies type, in which Tessmer's formative evaluation model was applied specifically to the formative evaluation stage, encompassing self-evaluation, expert review, one-to-one, small group, and field test, alongside a preliminary phase and an assessment phase. A total of 49 Grade IX students from a state junior high school in Jambi, Indonesia, participated across the evaluation stages: three in one-to-one, nine in small group, and 37 in the field test. Twenty-two climate change–related tasks were developed. However, this article specifically focuses on one scenario concerning “Jakarta is Singking” due to climate change impacts. Data were collected through expert validation, student practicality questionnaires, written task responses, and interviews, and were analyzed qualitatively and descriptively. The developed tasks were valid in terms of content, construct, and language, and practical based on students' practicality scores. The assessment phase revealed a positive potential effect: Problem Understanding reached 76.06%, Data Processing 69.26%, and Data Interpretation 68.69%, all in the moderate category, with interpretation being the least developed due to students' limited prior exposure to context-rich tasks. The climate change context supported engagement with trends, variability, and uncertainty. These findings suggest that future studies should integrate climate-based PISA-like tasks within structured instructional phases to support the written expression of students' statistical reasoning, which in this study emerged more clearly through interviews than written responses.]]>
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