Development of E-LAAS Alternative Assessment to Assess Science Literacy of Generation Z on Coordination System Material
Abstract
This study aims to design, develop, evaluate, and analyze the impact of the E-LAAS APP (Electronic Alternative Assessment Application) on Generation Z’s scientific literacy. Using the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research focused on producing valid and reliable assessment instruments. Conducted from January to April 2024, the study involved 60 students from MAN 2 Bandar Lampung, divided equally into experimental and control groups. Data were collected using quantitative methods through scientific literacy-based multiple-choice tests, and qualitative methods through validation by experts (material, media, language, and assessment), as well as self- and peer assessments. Results showed that the E-LAAS application was feasible for classroom use, with highly positive responses 87.5% from teachers and 92% from students. The experimental class achieved a high average N-gain of 0.81, compared to the control class's moderate gain of 0.56. An independent t-test resulted in a Sig. (2-tailed) value of 0.00 ≤ 0.05, indicating a significant effect of the application on improving scientific literacy. This research supports the recommendation of digital-based alternative assessments to enhance biology learning and better meet the learning needs of Generation Z in the digital era.
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DOI: http://dx.doi.org/10.21043/jobe.v8i1.29411
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