DEVELOPMENT OF A READING LITERACY INSTRUMENT FOR 15-YEAR-OLD STUDENTS BASED ON THE ALIBACA INDEX AND PISA CONTEXT AMONG LOW SOCIOECONOMIC GROUPS

Abstract

The Sustainable Development Goals (SDGs) comprise 17 global goals for sustainable development, including SDG 4: Quality Education, which emphasizes inclusive, equitable, and quality education for all. Reading literacy is a fundamental competency for achieving this goal. This study aimed to develop and examine the construct validity of a reading literacy instrument for 15-year-old students based on the Alibaca Index and the PISA context among students from low socioeconomic backgrounds. A quantitative approach was employed involving 164 students as respondents. Construct validity was examined using Confirmatory Factor Analysis (CFA) with the Maximum Likelihood estimation method. The measurement model consisted of five constructs: Proficiency, Access, Alternatives, Culture, and Reading Literacy. The CFA results yielded χ² = 607.801, df = 395, and p < .001, while the baseline model yielded χ² = 1,712.629 with df = 435. Factor covariances ranged from −0.129 to 0.186, with all relationships statistically non-significant (p > .05). These findings indicate that the proposed constructs demonstrate relatively low associations and distinct characteristics. The developed instrument provides a contextual framework for assessing reading literacy by considering students’ proficiency, access, alternative literacy resources, cultural context, and socioeconomic background. It may support the development of reading literacy improvement programs aligned with SDG 4 in Indonesia.