<![CDATA[This study aims to describe the theoretical and empirical validity of a science literacy-based critical thinking test instrument on the topic of renewable energy. The developed instrument integrates science literacy competencies to measure critical thinking skills while simultaneously fostering students’ science literacy within a single instrument. The instrument development followed the ADDIE model, focusing on three main stages: Analysis, Design, and Development. The instrument consists of 20 open-ended items based on Facione’s critical thinking indicators, integrated with science literacy competencies. Theoretical validity was obtained through a validation sheet reviewed by three expert validators in their respective fields, while empirical validity was obtained through a pilot test involving 34 students. The results of theoretical validity for the content, construct, and language aspects were 97%, 94%, and 90%, respectively, with an overall average of 94%, categorized as highly valid. Regarding empirical validity, all test items were deemed valid, with 14 items (70%) categorized as very high and 6 items (30%) categorized as high, and they exhibited a very high level of reliability. Based on difficulty level, 11 items (55%) were categorized as moderate and 9 items (45%) as easy. The discriminant validity analysis showed that 17 items (85%) were classified as adequate and 3 items (15%) as good. Overall, all items deemed valid can be used to measure students’ critical thinking skills in a comprehensive and structured manner.]]>
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