Development and utilization of instrument using PISA framework to improve chemistry literacy ability: A systematic review

The Program for International Student Assessment (PISA) is research that analyzes students’ scientific literacy between ages 15 and 16. Many studies applied PISA-based instruments to evaluate scientific literacy, including chemical literacy, at various levels of education. This study is a systematic review that contains 19 articles and includes year 2017 to 2021. The article was found by finding the keywords PISA framework instrument and chemical literacy in Scopus, Google Scholar, and the ERIC digital library. The articles analyzed have implications for the development of instruments using PISA Framework, as well as new research potential that have yet to be identified. The study’s results indicated that the instrument, that is based on the PISA framework, may be utilized at all educational levels, especially junior high, high school, and university. This level of education utilizes a range of topics, the majority of which are chemistry topics. The PISA Framework allows the development of instruments that focus on improving chemical literacy and scientific literacy and can use design of research and development (R & D). However, no research that particularly covers instruments with the PISA framework that focuses on multi-representation as a whole was identified in the research authors. Previous research has only focused at characteristics of symbols. This allows the PISA framework to design instruments that use multiple representations.