Constructing and validating a novel instrument to measure human physiology literacy in biology students

Purpose This study develops and validates a new instrument for measuring human physiology literacy among undergraduate biology students, addressing the absence of domain-specific assessment tools. Design/methodology/approach Instrument development included a literature review, interviews with seven physiology lecturers, item construction, expert validation, and psychometric testing using confirmatory factor analysis (CFA). Findings The initial 50 items were reduced to 30 following expert review, exploratory factor analysis, and CFA. The instrument showed acceptable construct validity, good model fit and excellent internal consistency. Research limitations/implications Validation was limited to Indonesian biology students. Further testing in diverse populations and educational settings is recommended. Practical implications The instrument can serve as a diagnostic and evaluative tool for identifying students' physiology literacy levels and learning gaps. Social implications Strengthening physiology literacy supports scientific literacy and public health awareness by helping students interpret and apply biological information in real-life contexts. Originality/value This study introduces a novel, psychometrically validated instrument specifically designed to assess human physiology literacy through the integration of applied biological science and educational measurement.