STEPPING INTO THE FUTURE OF EDUCATION:

PARADIGM TRANSFORMATION THROUGH

LITERACY-BASED ASSESSMENT
MELANGKAH KE MASA DEPAN PENDIDIKAN:
TRANSFORMASI PARADIGMA MELALUI ASESMEN BERBASIS LITERASI

Seminar Desiminasi Hasil AKMI 2023

Direktorat KSKK Ditjen Pendis Kemenag Bahrul Hayat
Rabu, 6 Desember 2023
THE FUTURE OF EDUCATION
 • 21th century: The Age of
Fluidity

• Industri 5.0: Internet of Things

(IoT), machine learning, and big
data.
 • Generation layers: Y (millennial 1980-2000),
Z (2001-2012), Alpha (2013-2025
• Digital natives
Learners • Develop proficiency and fluency with the tool
of technology
• Manage, analyze, and synthesize multiple
flows of concurrently obtainable Information

• Disrupting Class: Customized Learning in

Student-Centric Classroom
Learning • 21 Century skills: Critical thinking, Creativity,
Collaboration, Communication
• Higher Order Thinking Skills (HOTS)
• Technology-based learning process
LITERACY
WHY LITERACY?
• Literacy as the foundation of lifelong learning and education.
• Literacy plays a vital role in transforming students into socially
engaged citizens. Being able to read and write means keeping up
with current events, communicating effectively, and understanding
the issues shaping our world.
THE IMPACT OF ILLITERACY

Economic Impact Social Impact Health Impact

Personal development Well-being

(1) the ability to read and write,
(2) competence or knowledge in a
specified area.
(Oxford Dictionary (2018))
UNESCO FUNCTIONAL LITERACY
• Literacy is the ability to identify, understand, interpret, create, communicate,
and compute using printed and written materials associated with varying
contexts.
• Literacy involves a continuum of learning in enabling individuals to achieve
their goals, to develop their knowledge and potential, and to participate
fully in their community and wider society. Generally, literacy also
encompasses numeracy, the ability to make simple arithmetic calculations.
• Functional literacy refers to the capacity of a person to engage in all those
activities in which literacy is required for effective function of his or her
group and community and also for enabling him or her to continue to use
reading, writing and calculation for his or her own and the community’s
development.
PISA LITERACY
• Literacy is no longer considered to be an ability acquired only in
childhood during the early years of schooling. Instead, it is viewed as
an expanding set of knowledge, skills and strategies that individuals
build on throughout life in various contexts, through interaction with their
peers and the wider community.
• Literacy is knowledge and competencies developed across the
curriculum to solve problems and apply ideas and understanding to
situations encountered in life.
• Innovative concept of “literacy,” which refers to students’ capacity to
apply knowledge and skills and to analyze, reason, and communicate
effectively as they identify, interpret, and solve problems in a variety
of situations.
•, and strategies that individuals build on throughout life in various contexts
NEW LITERACY
• Literacy is not just the ability to read and write, but the ability to
thrive in today's technological world.
• To be literate in the 21st century, one must continuously learn and
adapt to different areas of life, subjects, and environments.

Reading literacy Computer Multidimensional

and numeracy literacy literacy
SOME FORMS OF NEW LITERACY

Reading Mathematics Science Media

Digital Cultural Health Financial

Civic/social Global
LITERACY-BASED ASSESSMENT
NEW LITERACY
Knowledge and abilities that are:
• functional to everyday life (authentic)
• essential for future life (transferrable)
ASSESSMENT OF NEW LITERACY

Literacy-
Assessment of higher
Authentic assessment based order thinking
Assessment
AUTHENTIC ASSESSMENT
• Authentic assessments measure students’ learning by providing
students with opportunities to solve real-world problems or tasks.
• Assessments will be considered “authentic” if they involve the
application of knowledge in situations beyond the classroom.
KEY FEATURES OF AUTHENTIC
ASSESSMENT

Application of Real-world
knowledge and (authentic)
skills
ASSESSMENT OF HIGHER ORDER
THINKING (HOT)
• Assessment of higher-order thinking measures students’ learning by
providing students with opportunities to analyze, synthesize, and justify.
• Assessment of higher-order thinking evaluates students’ ability to
comprehend facts, draw conclusions from facts, connect facts to
concepts or other facts, analyze facts, combine facts to create new
things, and use facts to solve problems.
• Assessment of higher-order thinking should measure higher than
memorizing facts involving the transformation of information and ideas.
KEY FEATURES OF HOT ASSESSMENT

Problem Transferability
solving

Critical thinking
 KEY FEATURES OF LITERACY-BASED
ASSESSMENT

1 2 3

CONTENT COGNITIVE CONTEXT

What knowledge content What thinking process do In what context or situation do
do you want to assess? you want to measure? you want the content and
cognitive process to apply?
 EXAMPLE:
PROGRAM FOR INTERNATIONAL STUDENT
ASSESSMENT (PISA)
PISA READING LITERACY

• Reading literacy is understanding, using, reflecting on, and

engaging with written texts, in order to achieve one’s goals,
develop one’s knowledge and potential, and participate in
society.
• Reading literacy includes a wide range of cognitive competencies,
from basic decoding to knowledge of words, grammar, and
larger linguistic and textual structures and features to knowledge
about the world.
 PISA READING LITERACY
• Medium: print and digital
• Environment: authored and message-based • Personal
• Text format: continuous, non-continuous, mixed, and multiple • Public
• Text type: description, narration, exposition, • Educational
argumentation, instruction, and transaction. • Occupational

Reading processes
Text format Situations
(aspects)

• Retrieving information
• Forming a broad understanding
• Developing an interpretation
• Reflecting on and evaluating the content of a text
• Reflecting on and evaluating the form of a text
Sample item
PISA MATHEMATICAL LITERACY
• Change and relationships Personal
• Space and shape Occupational
• Quantity Societal
• Uncertainty and data Scientific

Mathematical content Mathematical processes Situations

• Formulating situations mathematically

• Employing mathematical concepts, facts, procedures and reasoning
• Interpreting, applying and evaluating mathematical outcomes.
PISA MATHEMATICAL LITERACY
Mathematical literacy is an individual’s capacity to formulate,
employ and interpret mathematics in a variety of contexts. It
includes reasoning mathematically and using mathematical concepts,
procedures, facts, and tools to describe, explain, and predict
phenomena. It assists individuals to recognize the role that
mathematics plays in the world and to make the well-founded
judgments and decisions needed by constructive, engaged and
reflective citizens.,,
Sample item
PISA SCIENTIFIC LITERACY
Scientific literacy is the ability to engage with science-related issues, and with
the ideas of science, as a reflective citizen.
A scientifically literate person is willing to engage in reasoned discourse about
science and technology, which requires the competencies to:
• Explain phenomena scientifically – recognise, offer and evaluate
explanations for a range of natural and technological phenomena.
• Interpret data and evidence scientifically – analyse and evaluate data,
claims and arguments in a variety of representations and draw
appropriate scientific conclusions.
• Evaluate and design scientific enquiry – describe and appraise scientific
investigations and propose ways of addressing questions scientifically.
PISA SCIENTIFIC LITERACY
• Content knowledge • Personal
• Procedural knowledge • Local/national
• Epistemic knowledge • Global

Scientific knowledge Scientific competencies Context

• Explain phenomena scientifically

• Evaluate and design scientific inquiry
• Interpret data and evidence scientifically
Sample item
TERIMA KASIH