Development of multiliteracy assessment with the STEAM approach to enhance 4C skills in geometry learning

The 4C skills (communication, collaboration, creativity, critical thinking) represent essential competencies for 21st-century students. Multiliteracy contexts play a crucial role in supporting learning, while assessment contributes significantly to achieving educational objectives. However, Indonesian students' PISA results remain very low, particularly in understanding assessments within multiliteracy contexts. Multiliteracy assessment utilizing a STEAM approach offers a solution for developing students' 4C skills in geometry learning through project-based activities. Therefore, this study aims to create an innovative multiliteracy assessment, MASTER-4C, to enhance the development of 4C skills. This research employs an R&D methodology based on the ADDIE model. Participants included six expert validators, two teachers, and 32 eighth-grade students. Results demonstrate that MASTER-4C is a valid multiliteracy learning assessment. Student and teacher responses reached 91.5% and 87%, respectively, categorizing it as highly practical. The activity-based N-Gain scores for communication, collaboration, creativity, and critical thinking skills were 0.62, 0.62, 0.63, and 0.45, respectively. These scores were classified as moderate improvement, with MASTER-4C achieving an 87.5% success rate in the implementation of geometry learning. These findings suggest that MASTER-4C is a functional and valid multiliteracy assessment that effectively supports students' 4C skill development. MASTER-4C shows promise in geometry learning, though broader applicability needs further study.