Indonesian Science Teachers ' Ability to Design Scientific Literacy Test Submitted 19 November 2021 Revised 4 January 2022 Accepted 4 January 2022

The ability of junior high school teachers to design scientific literacy tests is necessary. This research is focused on finding out how teachers can elaborate their ability to design scientific literacy tests. There are eight indicators related to scientific literacy in the developed instrument. We analyzed 41 packages in junior high schools from 9 regencies/cities in Indonesia. Based on the analysis, it was found that there were indicators that had not been achieved because curriculum materials were not available in that semester. This study shows that Indonesian science teachers can develop tests containing scientific literacy with an average of 76.4% of all scientific literacy indicators.


INTRODUCTION
The development of science in the 21st century is moving like an exponential trajectory. This can be seen that our existence is already in the era of the industrial revolution 4.0. The rapid development of science is literacy for teachers in schools. Scientific literacy is the result of technology from outside, but how to see the natural potential of the environmental area where teachers and students are located and how to develop it. In education, teachers are required to implement the next generation of science standards (National Research Council, 2013, 2014, 2015. One of them is how to see the teacher's ability to design tests. This instrument is used to measure student's progress within a certain period.
The province of East Kalimantan, Indonesia which is located in the tropics, produces abundant natural resources and has its uniqueness. The paradigm that must be built in developing scientific literacy in students in tropical forest environments is that students can maintain regional ecosystems, innovate in tropical forest environmental management, and sustainably develop tropical forest environments. On the other hand, the development and development of the industry that continues to grow have implications for the increasing demand for energy in Indonesia. The energy demand is mostly supported by non-renewable fossil energy. Its reserves continue to run low and impact air pollution, global warming, climate change, rising sea levels, and others. Mining activities also produce very high GHG.
The impact of mining is that Carbon Dioxide (CO 2 ), Nitrogen Dioxide (NO 2 ), and methane (CH 4 ) are produced mainly from the emission process during open dumping and transportation processes.
So far, the paradigm that has developed is that natural resources in Indonesia are abundant and cannot be exhausted. This can cause the majority of people to feel guilty about exploiting natural resources as much as possible and disposing of waste into environmental media. The impact of this behavior is currently quite heavy environmental damage and causes a decrease in the carrying capacity of nature. The trend of declining environmental quality is increasingly concerning. Various disasters, International Journal of STEM Education for Sustainability, Vol 2, No.1, 2022, pp. 133-139 e-ISSN 2798 such as floods, droughts, decreased soil fertility, water scarcity, loss of a number of vegetation is a portrait of the decline in environmental quality due to irresponsible exploitation of SDA (Natural Resources).
Various further impacts from the use of natural resources, especially the exploitation of the mining sector that has been felt, include increased carbon emissions, critical land, floods, increased sedimentation rates, and changes in micro-climate. These impacts can directly or indirectly disrupt agricultural productivity to affect further food security and changes in economic, social, and cultural structures. Therefore, teachers and students must have good scientific literacy about tropical forests and their environment. This is where science teachers play a very important role in building a good paradigm about tropical forests and their environment.
Everyone needs to have the ability to deal with important issues in science and technology. Along with the increasing importance of scientific literacy. Many countries have invested heavily in creating scientifically literate work incentives (Rustaman, 2020). The term scientific literacy was first introduced by Hurd in 1958 (National Academies of Sciences, Engineering, and Medicine, 2016) and has now penetrated a lot in the public discourse on science education. Scientific literacy is the capacity to use scientific knowledge, identify questions, and draw conclusions based on evidence to understand and help make informed decisions relationship with nature and its changes due to human activities (OECD, 2016). PISA develops three dimensions of scientific literacy: scientific concepts, scientific processes, and scientific situations and application areas. The dimensions of scientific literacy in the measurement consist of science content, scientific process, and the context of science application.
The dimensions of scientific literacy that PISA has set require that these three dimensions be applied in education. In the context of the application of science, there are natural resources and the environment. The scope of the content and process dimensions relates to the assessment area used.
The scientific literacy questions in PISA have several characteristics: First, the questions are not directly related to the curriculum but are more expanded. Second, the question is given information that requires students to answer it. Third, ask students to process the information contained in the questions.
Fourth, the statement that accompanies the question in the problem that needs to be analyzed. Fifth, the questions are made in various forms, such as multiple-choice, short entry, or essay. Sixth, the questions cover application contexts such as personal-communication-global, life-health-earth, and rich technology environments. In this case, the answer to the desired question has a relationship with the statement described. 4. In this case, answering the question needs to do an analysis first. 5. The teacher must make questions according International Journal of STEM Education for Sustainability, Vol 2, No.1, 2022, pp. 133-139 e-ISSN 2798 to the type that has been selected. 6. The questions are related to everyday life. 7. The subject matter is still relevant for the next 10 years. 8. The questions written are not only rote but require understanding, application, analysis, evaluation, and creativity. From the description above, the application of scientific literacy in the tropics is knowledge about natural resources that need to be informed to students. The goal is that students can understand well scientific literacy in their area. This is very closely related to the teacher's ability to write scientific literacy tests. Natural resources in various provinces vary, including: in East Kalimantan, there are coal, oil, natural gas, and tropical forests.
A number of junior high school science teachers in East Kalimantan were met to determine their ability to design scientific literacy tests. The interview results show that most teachers in the making tests are not based on scientific literacy but are only based on copy-pasting from existing tests taken from the national exam results. Most of the research that has been done has only made tests in the cognitive, affective, psychomotor, critical thinking skills, and creative thinking skills. Several studies include: Rosidin and Suyatna (2020) making tests to assess students' skills in real laboratory-based science learning; Rochman and Hartoyo (2018) created an instrument to analyze students' higher-order thinking skills based on Bloom's taxonomy, and Bashooir and Supahar (2018) validated and relied on the instrument made to measure scientific literacy performance in STEM-based physics learning.
Problems regarding the capability of science teachers in East Kalimantan in terms of scientific literacy and the ability to develop scientific literacy tests are still low. This is marked by the teacher's performance implemented in front of the class and the lack of tests that involve scientific literacy, especially scientific literacy based on local wisdom and other uniqueness where teachers and students are located. Therefore, it is necessary to research to measure the ability of junior high school science teachers' ability to make scientific literacy tests based on local wisdom. In addition, it will also be known whether the tests made are also by the characteristics of scientific literacy in PISA. The urgency of this research is to investigate the capability of teachers and students as future generations in understanding and to manage natural resources in a tropical environment.

METHOD
This study began with the desire to elaborate on the ability to design scientific literacy tests for science teachers at junior high schools in East Kalimantan, Indonesia. Furthermore, a characteristic instrument design for scientific literacy questions was made based on PISA and scientific literacy on energy sources in East Kalimantan.
This research is divided into three stages: initial preparation, research implementation, and research results. In the literature/field study, they were namely looking for information about tests that have been used created by science teachers in the tropics. The field data is in the form of giving a questionnaire to determine the teacher's ability to write scientific literacy tests and examples of the latest tests made in their schools. The population in the study were all junior high school science teachers for Nine cities/districts that were selected as subjects were randomly sampled with th school SMPN

RESULTS AND DISCUSSION
The data collected is the teacher's ability to write scientific literacy questions which consists of eight indicators. The use of these eight indicators can be seen in the tests written by the teachers as shown in Table 1. a relevance grace period of at least 10 years into the future. The average teacher designs questions that have a minimum utilization grace period of ten years into the future. The eighth indicator, related to the non-memorization process of science, the average teacher writing questions is still associated with the level of understanding, application application, and analysis.
Teaching materials dominate the tests developed by science teachers in Indonesia. Concerning local wisdom has not been seen because teaching materials about energy sources in that semester are not being taught.

CONCLUSION
This study reveals the ability to design scientific literacy tests for Indonesian junior high school science teachers. The characteristics of the tests developed by science teachers at junior high schools in Indonesia have followed the indicators of scientific literacy tests except that the indicators contain concepts extended from the curriculum, and the answers to questions are in the form of analysis. As for each district city, the indicators are fulfilled in various ways. The tests developed by the teacher are reflected following the teaching materials. Still, the tests that reflect local wisdom have not been seen because the teaching materials about energy sources are not being taught.