Development and Validation of Botani-Co: A Cognitive Botanical Literacy Instrument for University Students

Wiwin Pramita Arif; Murni Sapta  Sari; Sri Rahayu Lestari

doi:10.59175/pijed.v4i2.825

Authors

Wiwin Pramita Arif Universitas Negeri Malang, East Java, Indonesia
Murni Sapta Sari Universitas Negeri Malang, East Java, Indonesia
Sri Rahayu Lestari Universitas Negeri Malang, East Java, Indonesia

DOI:

https://doi.org/10.59175/pijed.v4i2.825

Keywords:

Botanical Literacy, Cognitive Assessment, Instrument Development

Abstract

This study developed Botani-co (Botanical Literacy Instrument Cognitive) as an innovative and empirically validated tool to measure university students’ botanical literacy. The study aimed to: (1) develop a valid and reliable botanical literacy instrument based on the cognitive dimension, and (2) analyze the characteristics of cognitive test items, including difficulty level, discrimination index, and distractor effectiveness within the cognitive domain of botanical literacy. A Design and Development Research (DDR) approach was employed, consisting of two main phases: the design phase and the development phase. The design phase involved conceptual analysis, indicator formulation, and item construction, whereas the development phase included content validation, empirical testing, and construct analysis. The instrument was administered to 378 university students from various higher education institutions in Indonesia, selected through stratified random sampling based on gender and academic semester. Item analysis for the cognitive dimension produced an overall reliability coefficient (KR-20) of 0.86, indicating high internal consistency. The final instrument comprised 35 multiple-choice items that demonstrated satisfactory validity and reliability across all psychometric criteria. The findings highlight the need to assess botanical literacy through a multidimensional framework, as understanding plants involves cognitive, affective, and psychomotor dimensions. Consequently, Botani-co can serve as both a diagnostic and evaluative instrument in biology education to strengthen students’ scientific literacy and ecological awareness, aligning with the objectives of Sustainable Development Goal (SDG) 4.7 on education for sustainable development.

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