Development of an Assessment Rubric for Reading-Viewing Popular Articles Based on DRVTA and Sisingaan Local Wisdom Assisted by Multimodal Literacy Materials

Abstract* Background Reading-viewing assessment in Indonesian junior high schools largely measures final results and literal comprehension, leaving students’ conscious thinking processes, meaningful engagement, and cultural relevance under-assessed. No existing instrument integrates the Directed Reading-Viewing-Thinking Activity (DRVTA) model with local wisdom such as Sisingaan to support Deep Learning-oriented assessment of popular article texts. Methods This study used a Design and Development Research (DDR) approach comprising analysis, design, and evaluation stages. The rubric was constructed by integrating critical reading-viewing theory, visual literacy, Barrett and Ruddell’s comprehension taxonomy, DRVTA stages, and Deep Learning principles, producing six aspects (literal, inferential, application, analytical, synthesis, and critical comprehension) with 15 indicators. Content validity was evaluated by two academic experts and two Indonesian language teachers using Lawshe’s Content Validity Ratio (CVR); no field trial with students was conducted. Results Most indicators were rated essential, with CVR values ranging from +0.50 to +1.00 (75%–100% validator agreement). Three indicators, namely interpreting authorial intent, distinguishing facts from opinions, and formulating a cultural-preservation concept, obtained a CVR of 0.00 (50% agreement) and were retained as supporting indicators requiring refinement of their operational descriptors rather than removal. Indicators achieving full agreement (CVR = +1.00) included identifying topic and purpose, key terminology, inferring implicit meaning, analyzing text structure, and assessing the relevance of local cultural values to modern education. Conclusions The developed DRVTA-based assessment rubric, integrating Sisingaan local wisdom and multimodal literacy materials, demonstrates strong content validity and adequately represents the construct of reading-viewing skills across literal, inferential, application, analytical, synthesis, and critical dimensions. The rubric is valid and feasible for use in junior high school instruction, functioning as both a measurement tool and a pedagogical instrument supporting Deep Learning-oriented, culturally grounded assessment practices.