Thabiea : Journal of Natural Science Teaching Vol. 6(1), pp. 90-105, 2023 Available online at http://journal.iainkudus.ac.id/index.php/Thabiea p-issn: 2580-8474, e-issn: 2655-898X Construct validity analysis with messick validity approach and rasch model application on scientific reasoning test items Yuni Arfiani 1 *, Purwo Susongko 2, Mobinta Kusuma 3 1,2,3 Universitas Pancasakti Tegal, Jl. Halmahera KM.1, Tegal, 52122, Indonesia *Correspondence: yuniarfiani@upstegal.ac.id Abstract Keywords: Construct Validity; Messick Validity; Rasch Model; Scientific Reasoning; The Scientific Reasoning Test is basically inseparable from the three aspects of the Scientific Literacy Test. This study aims to test the feasibility of the instrument for measuring scientific reasoning in terms of content validity, psychometrics, and constructs. The form of this research is Research and Development (Research and Development). In the instrument development research design using the ADDIE procedural model (Analysis, Design, Development, Implementation, Evaluation). This test was given to 194 high school students in Math and Natural Sciences class XII in the 2022-2023 academic year. Analysis of the validity of the test using Rasch modeling. The type of validity applied is Messick's validity which includes content validity, psychometric validity and construct validity consisting of content aspects, substantive aspects, structural aspects and external aspects. The results show that of the 50 questions made, there are 25 items that are feasible to use as measument in scientific reasoning test. This research contributes to the improvement of assessment practice in science education. To cite this article: Arfiani, Y., Susongko, P., Kusuma, M. (2023). Construct validity analysis with messick validity approach and rasch model application on scientific reasoning test items. Thabiea : Journal of Natural Science Teaching, 6(1), 90-105. Introduction High social science literacy has a very significant effect on the progress of a nation. This is because community scientific literacy has a positive effect on the quality of economic development, democracy, and societal culture (Hanushek & Woessmann, 2016; Rudolph & Horibe, 2016; Roth & Lee 2016). Therefore, the achievement of students' scientific literacy must be the main goal in science education universally (McFarlane, 2013). Many efforts have been made to increase students' scientific literacy in science learning both through developing science learning models and developing assessments (Fakhriyah et al., 2019; Ratini et al., 2018; Ardianto & Rubini, 2016; Rusilowati et al., 2016). In Indonesia, the goals of science education in high schools aim to: (1) build and apply information, knowledge, and technology logically, critically, creatively, and innovatively; (2) demonstrate the ability to think logically, critically, creatively, and innovatively independently; (3) demonstrate the ability to analyze and solve complex problems; (4) demonstrate the ability to analyze natural phenomena, utilize the environment productively and responsibly, and master the knowledge needed for higher levels of education (Ministry of National Education, 2006). This is in line with the scientific literacy skills developed by PISA (Program for International Science Student Assessment) 2015, which include (1) explaining phenomena