Fiona Ramadhani, M. Zaim
A student's abilities in three areas are assessed as part of the PISA, or the Program for International Student Assessment, which is an international assessment. PISA is divided into three categories: reading, mathematics, and Science. The purpose of this study is to determine reading literacy levels. Students' ability to use, understand, reflect on, and engage the written text to achieve their goals, develop their knowledge, and develop their potential to participate in society is defined as reading literacy in the PISA assessment of reading proficiency. This study aims to describe the PISA reading literacy assessment characteristics and how they can be implemented at the Senior High School level. The descriptive approach was used in this investigation. The framework of reading tests used in the PISA program served as the basis for this investigation. The data came from articles about PISA research results and reports on PISA tests from the Organization for Economic Cooperation and Development (OECD). The findings of this study can be seen in some indicators of the PISA reading literacy assessment, which was conducted in 2010. The hands are processed and the text form, text types, a test format, a situation, and the text medium. It is recommended as guidance for the teacher in assessing students' reading literacy and in designing reading tests in response to the PISA literacy assessment, among other things. © 2023 American Institute of Physics Inc.. All rights reserved.
Universitas Negeri Padang, Padang, Indonesia
