Diagnostic Profiles of Social Literacy Civic Literacy and Decision Making among Grade Five Elementary School Students

Diagnostic assessment is needed to identify elementary students’ learning needs in greater detail than total scores alone. This study describes social literacy, civic literacy, and decision-making profiles and identifies differences between indicators among fifth-grade elementary students. A descriptive quantitative approach with an exploratory diagnostic design involved 15 students at SDN 23 Batara, Palopo, Indonesia. The instrument contained 12 constructed-response questions based on four contextual stimuli: bullying, mutual cooperation, cultural diversity, and the use of shared facilities. Responses were scored using an analytical rubric ranging from 0 to 3 for each response component. Scores were analyzed descriptively at construct and indicator levels. Mean percentages of maximum possible scores were 28.06% for social literacy, 32.50% for civic literacy, and 26.11% for decision making. Social problem identification exceeded social perspective interpretation by 31.11 percentage points. Understanding shared rules and values exceeded understanding rights and responsibilities by 17.78 percentage points. Selecting actions and providing reasons exceeded identifying decision problems and evaluating consequences by 13.33 and 12.22 percentage points, respectively. Indicator profiles provide an initial basis for prioritizing instructional support. Findings are limited to the participants and tasks used, and interpretation should consider the limitations of the measurement evidence.