REDEFINING SCIENCE EDUCATION: THE RISE OF MESH-INTEGRATED ASSESSMENT
Guntur Utomo1*, Rivo Panji Yudha2, Tri Rijanto 3

1Sekolah Pasca Sarjana, Universitas Negeri Surabaya, Surabaya, Indonesia
2Sekolah Pasca Sarjana, Universitas Negeri Surabaya, Surabaya, Indonesia
3Sekolah Pasca Sarjana, Universitas Negeri Surabaya, Surabaya, Indonesia
email: 25071706011[at]mhs.unesa.ac.id

Abstract

The prevalence of STEM-based approaches in contemporary science education frequently succumbs to technocratic reductionism, prioritizing procedural expertise while marginalizing critical socio-ethical dimensions. Amidst escalating information disruption, a paradigmatic shift toward holistic evaluation is essential. This study proposes MESH-Integrated Assessment as an innovative framework embedding Media Literacy, Ethics, Sociology, and History into the core of scientific evaluation. Employing a Systematic Literature Review (SLR) methodology, this research maps extant assessment instruments and formulates an integrated model designed to transition students^ scientific understanding from factual memorization toward a robust mechanism for addressing humanitarian challenges. Analysis of contemporary literature identifies a profound epistemic gap in conventional instruments regarding the appraisal of students^ scientific citizenship agency and moral accountability. Conversely, the MESH integration is substantively evidenced to bolster critical thinking, digital empathy, and socio-scientific consciousness. In conclusion, the emergence of MESH-integrated assessment signifies a transformative trajectory from mere data literacy toward comprehensive ^literacy for life,^ aimed at cultivating a cohort of scientists who possess not only technical proficiency but also social wisdom and ethical fortitude in navigating global complexities.

Keywords: holistic evaluation- mesh-integrated assessment- pedagogical innovation- science education- socio-scientific i

Topic: Media literacy Ethics Sociology History (MESH) Learning