Abstract
The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.
Highlights
Citizen science literacy has a very significant effect on the progress of a Nation
This study aims to identify items on the Scientific Literacy Skills with Integrated Science (SLiSIS) test that experience Differential Item Functioning (DIF) based on gender
The result of the study began by describing the results of item analysis with Rasch modeling involving all responses of SLiSIS test takers and the test participants’ responses of male or female only
Summary
Citizen science literacy has a very significant effect on the progress of a Nation. Students’ scientific literacy must be the main goal in science education (McFarlane, 2013). Many attempts were made to increase students’ scientific literacy in science learning by developing science learning models and assessments (Ardianto & Rubini, 2016; Rusilowati et al, 2016; Ratini et al, 2018; Fakhriyah et al, 2019). In Indonesia, science education in high school aims to: (1) build and apply information, knowledge, and technology logically, critically, The competency standards set by the Government before 2020 were measured through the National Examination.
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