Development of Science Literacy Instruments in the Direct Current

Abstract

This research aims to develop scientific literacy instruments in the direct current series chapter. The measured aspects of scientific literacy are aspects of content knowledge, procedural knowledge, and scientific attitudes. The research method was conducted with a qualitative and empirical analysis approach. The empirical analysis is used to measure the feasibility of the instrument in the form of validation, reliability, differentiation test and convenience test. The sample used to measure the feasibility of research results is the second-semester Informatics Engineering student at Majalengka University. The results of expert studies on the item show that it is appropriate, as well as the results of empirical tests showing that the scientific literacy instrument developed in the direct current electricity chapter is feasible to be applied in learning.