Development of instruments for problem-solving, cultural literacy, and conservation attitudes in biology education

Nurlia Nurlia; Nurhayati B; Syamsiah Syamsiah; Hilda Karim

doi:10.21009/biosferjpb.67055

Authors

Nurlia Nurlia Biology Education, Faculty of Mathematics and Science, Universitas Negeri Makassar, Indonesia
Nurhayati B Biology Education, Faculty of Mathematics and Science, Universitas Negeri Makassar, Indonesia
Syamsiah Syamsiah Biology Education, Faculty of Mathematics and Science, Universitas Negeri Makassar, Indonesia
Hilda Karim Biology Education, Faculty of Mathematics and Science, Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.21009/biosferjpb.67055

Keywords:

Assessment instrument, Biosystematics and plant taxonomy, Instrument validation

Abstract

Assessment instruments are essential for evaluating students’ competencies in biology learning, particularly problem-solving skills, cultural literacy, and conservation attitudes. However, validated instruments specifically designed for biosystematics and plant taxonomy learning are still limited. This study aims to develop assessment instruments that can be used to measure students' problem-solving skills, cultural literacy, and conservation attitudes in biosystematics and plant taxonomy learning. The study employed a research and development (R&D) approach by adapting the ADDIE model, focusing on the analyze, design, and develop stages. The instrument development process was carried out through theoretical studies, indicator determination, grid preparation, instrument item formulation, expert validation, limited testing, and validity and reliability analysis. The developed instruments consisted of a problem-solving skills test in the form of essay questions, a cultural literacy questionnaire, and a conservation attitude questionnaire using a Likert scale. Validation was conducted by two experts in Biology Education, assessing content, construct, language, appearance, and instruction aspects. The validation results indicated that all instruments were valid, with average scores of 4.25 for the problem-solving skills test, 4.375 for the cultural literacy questionnaire, and 4.25 for the conservation attitude questionnaire. Reliability analysis showed Cronbach’s alpha values of 0.730, 0.910, and 0.733, respectively, indicating good to very high reliability. These findings demonstrate that the developed instruments are valid and reliable for assessing students’ problem-solving skills, cultural literacy, and conservation attitudes. Future studies are recommended to conduct broader field testing to further examine the effectiveness and generalizability of the developed instruments.

References

Aikenhead, G. S., & Michell, H. (2011). Bridging cultures: Indigenous and scientific ways of knowing nature. Pearson Education.

Alfi, B. R., Paidi, P., & Pratama, A. T. (2024). Validating instrument to assess science literacy and independent learning skills in high school. Jurnal Pendidikan Biologi Indonesia, 10(3), 979–988. https://doi.org/10.22219/jpbi.v10i3.34770

Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, 108224. https://doi.org/10.1016/j.biocon.2019.108224

Awaludin, J., Martasari, F. W., Wicaksono, N. M., Ristanto, R. H., & Isfaeni, H. (2024). Pengembangan instrumen evaluasi berbasis curriculum compacting pada pembelajaran keanekaragaman hayati yang berdiferensiasi. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 8(2), 95–104. https://doi.org/10.32502/didaktikabiologi.v8i2.79

Azwar, S. (2013). Sikap manusia: teori dan pengukurannya edisi 2. Yogyakarta: Pustaka Pelajar.

Bandalos, D. L. (2018). Measurement theory and applications for the social sciences. Guilford Press.

Branch, R. M. (2009). Instructional design: the ADDIE approach. New York: Springer.

Carolina, H. S., Dewi, A. F., Sari, T. M., & Setiawan, T. A. (2019). Pengembangan instrumen penilaian praktikum lapangan (outdoor practicum) biologi. BIOMA: Jurnal Biologi dan Pembelajaran Biologi, 4(2), 114–122. https://doi.org/10.32528/bioma.v4i2.3163

Cieślak, I., Panczyk, M., Gotlib-Małkowska, J., et al. (2025). Cultural awareness scale: Psychometric properties and applicability in assessing cultural competence among Polish nursing students. BMC Nursing, 24, 542. https://doi.org/10.1186/s12912-025-03181-y

Creswell, J. W., & Creswell, J. D. (2018). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.

DeVellis, R. F., & Thorpe, C. T. (2021). Scale Development: Theory and Applications (5th ed.). Sage Publications.

Dorner, D., & Funke, J. (2017). Complex problem solving: what it is and what it is not. Frontiers in Psychology, 8: 1153.

Faizah, U., Rustaman, N. Y., Sanjaya, Y., & Supriatno, B. (2022). How are problem-solving skills equipped in learning biodiversity? Biosfer: Jurnal Pendidikan Biologi, 15(1), 20–31. https://doi.org/10.21009/biosferjpb.22619

Gol, M. K., Dorosti, A., & Montazer, M. (2019). Design and psychometrics cultural competence questionnaire for health promotion of Iranian nurses. Journal of Education and Health Promotion, 8, 155. https://doi.org/10.4103/jehp.jehp_367_18

Hardianti, R. D., Taufiq, M., & Pamelasari, S. D. (2017). The development of alternative assessment instrument in web-based scientific communication skill in science education seminar course. Jurnal Pendidikan IPA Indonesia, 6(1), 123–129. https://doi.org/10.15294/jpii.v6i1.7885

Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational Research Methods, 1(1), 104–121. https://doi.org/10.1177/109442819800100106

Hoskinson, A. M., Caballero, M. D., & Knight, J. K. (2014). How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research. CBE-Life Sciences Education, 13(2), 207–219. https://doi.org/10.1187/cbe.13-11-0222

Hui, S. K. F., & Cheung, H. Y. (2015). Cultural literacy and student engagement: the case of technical and vocational education and training (TVET) in Hong Kong. Journal of Further and Higher Education, 39(4): 553-578. https://doi.org/10.1080/0309877X.2014.938263

Indriani, R. P., Kurniati, T. H., & Ristanto, R. H. (2024). Improving students’ biological literacy skills using ARVi learning media. Biosfer: Jurnal Pendidikan Biologi, 17(1), 286–296. https://doi.org/10.21009/biosferjpb.43976

Isnaini, I., Kaniawati, I., & Samsudin, A. (2023). Validity of assessment instruments for evaluating the feasibility of developing an integrated STEM inquiry model in 21st-century education. Jurnal Ilmiah Pendidikan Fisika, 7(2), 200–210. https://doi.org/10.20527/jipf.v9i2.15396

Jamaluddin, J., Suwono, H., Susilo, H., & Lestari, U. (2025). The influence of creativity, communication, and digital literacy on understanding scientific culture and problem-solving skills of biology students. Biosfer: Jurnal Pendidikan Biologi. 18(2), 63-74. https://doi.org/10.21009/biosferjpb.52941

Marlina, R., Yuenyong, C., Hamdani, H., Saefi, M., & Husamah, H. (2025). Development and validation of Biology Interest Instrument (BII) for sustainability of professional teacher education. Jurnal Pendidikan Biologi Indonesia, 11(2), 460–471. https://doi.org/10.22219/jpbi.v11i2.40496

Milfont, T. L., & Duckitt, J. (2010). The environmental attitudes inventory: A valid and reliable measure to assess the structure of environmental attitudes. Journal of Environmental Psychology, 30(1), 80–94. https://doi.org/10.1016/j.jenvp.2009.09.001

Palmberg, I., Berg, I., Jeronen, E., Kärkkäinen, S., Persson, C., Vilkonis, R., & Yli-Panula, E. (2017). Nordic-Baltic student teachers’ identification of and interest in plant and animal species: The importance of species identification and biodiversity education. International Journal of Science Education, 39(5), 593–610. https://doi.org/10.1080/09500693.2017.1301140

Pamungkas, R., Suwono, H., Susilo, H., & Saptasari, M. (2023). Students’ achievement of 21st-century skills in biology learning. Jurnal Pendidikan Biologi Indonesia, 9(1), 1–12. https://doi.org/10.22219/jpbi.v9i1.29203

Panjaitan, S. M., Ningsih, K., & Afandi, A. (2022). The analysis of pro-environmental conservation attitudes and behavior assessment instruments upon high school students using the Rasch model. Indonesian Journal of Integrated Science Education, 4(2), 120–128. https://doi.org/10.29300/ijisedu.v4i2.6402

Rahmatullah, P. I., Akhyar, M., & Efendi, A. (2025). Enhancing high school students’ problem-solving skills through digital module integration. JTP - Jurnal Teknologi Pendidikan, 27(1), 245–259. https://doi.org/10.21009/jtp.v27i1.53496

Rahmawati, D. N., Riandi, R., & Solihat, R. (2025). Development of a research skills test instrument for high school learners in the context of climate change integrated with ecosystems. Jurnal Pendidikan Biologi Indonesia, 11(2), 787–796. https://files.eric.ed.gov/fulltext/EJ1480606.pdf

Retnowati, R., Awaludin, M. T., & Heryawati, E. R. (2020). Developing an integrated biology module for students’ environmental attitude instruments. Jurnal Pendidikan Biologi Indonesia, 6(2), 327–334. https://doi.org/10.22219/jpbi.v6i2.11163

Septiana, N., & Hermanto, F. Y. (2024). Construct validity of non-test instrument for problem-based learning method. Journal of Office Administration: Education and Practice, 4(1), 1–9. https://doi.org/10.26740/joaep.v4n1.p1-9

Setiawan, J., Sudrajat, A., Aman, & Kumalasari, D. (2021). Development of Higher Order Thinking Skill Assessment Instruments in Learning Indonesian History. International Journal of Evaluation and Research in Education, 10(2), 545–552. http://doi.org/10.11591/ijere.v10i2.20796

Setiawan, R., Wagiran, W., & Alsamiri, Y. (2024). Construction of an instrument for evaluating the teaching process in higher education: Content and construct validity. REID (Research and Evaluation in Education), 10(1), 50–63. https://doi.org/10.21831/reid.v10i1.63483

Streiner, D. L. (2010). Starting at the beginning: an introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1): 99-103. https://doi.org/10.1207/S15327752JPA8001_18

Sullivan, G. M. (2011). A primer on the validity of assessment instruments. Journal of Graduate Medical Education, 3(2), 119–120. https://doi.org/10.4300/JGME-D-11-00075.1

Susilaningsih, E., Salimnah, I. P., Nurhayati, S., Harjono, Mohtar, L. E. B., & Aris, S. R. S. (2026). Transformative Assessment Innovation Based on Multiple Representations in Holistic Learning to Measure Logical and Analytical Thinking. Jurnal Pendidikan IPA Indonesia, 15(1). https://doi.org/10.15294/jpii.v15i1.35317

Takiddin, T., Slam, Z., & Waliyadin, W. (2025). The role of cultural literacy on elementary school students’ attitudes of tolerance: A case in Indonesia. IJORER: International Journal of Recent Educational Research, 6(4), 1068–1080. https://doi.org/10.46245/ijorer.v6i4.906

Tan, C. K., & Guler, M. P. D. (2024). Development of an environmental attitude scale for primary school students. TAY Journal, 8(2), 287–316. https://doi.org/10.29329/tayjournal.2024.653.05

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Ünal, M., & Aral, N. (2014). Development of the problem-solving scale in science education (PSSSE): the reliability and validity study. Education and Science, 39, 267-278. https://doi.org/10.15390/EB.2014.3585

Yudhistian, Y., & Cintamulya, I. (2026). Exploring the relationship and integration of 21st-century skills in biology learning. Biosfer: Jurnal Pendidikan Biologi, 19(1), 59–70. https://doi.org/10.21009/biosferjpb.57590