The vulnerability of communities in facing volcano disaster is one of the indicators of the low literacy of science. The low knowledge about volcanic material causes it needs to be packed in an attractive learning so that it can tap into the ability of students' science literacy by using teaching materials that are closer to student learning environments. This research aims to develop the local wisdom-based natural science module on the theme of Mount Kelud eruption, which is both theoretical and empirical. The type of this research development is Research and Development (R & D) by adapting the ASSURE instructional design. The results of this research are the validation results of theoretical feasibility of teaching materials based on the components of material feasibility of 87, 5% with very good category, components of presentation feasibility of 91, 7% with very good category, components of language feasibility of 88, 9% with very good category, components of local wisdom values of 87, 5% with very good category, and components of science literacy feasibility of 88, 9% with 88, 9% with very good category. The results of empirical feasibility are the test results of students' science literacy with N-gain variation value of 0,2; 0,3; and 0,4 respectively with low, medium, and medium category. The results show that the developed local wisdom-based natural science module is suitable to improve the ability of students' science literacy either theoretically or empirically.

This study aimed to describe the profile of scientific inquiry literacy. This study used a descriptive method with engaging 205 students from three junior high schools in Kediri Regency. The sample selection used a purposive sampling technique. The used scientific inquiry literacy instrument referred to ScInqLiT (Scientific Inquiry Literacy Test) by Wenning [12]. The results showed that students’ achievements of scientific inquiry literacy were indicated in the indicators such as identifying and controlling variable (38,05%) with low category; recognizing and analyzing alternative explanations and models (42,93%) with enough category; drawing appropriate conclusions from evidence (60,98%) with enough category; understanding and analyzing data (48,62%) with enough category; constructing and interpreting graphs (38,70%) with low category; constructing hypotheses (39,15%) with low category; designing experimental procedures (61,63%) with high category; and identifying problems to be investigated (51,95%) with enough category. Thus, it can be concluded that students’ scientific inquiry literacy in Kediri was relatively low. Accordingly, for the further studies, they are recommended to enhance some indicators of students’ scientific inquiry literacy with applying appropriate learning methods and teaching materials.

This research aims to determine the effectiveness of the heat and temperature module based on the Guided-Inquiry Laboratory (GIL) model. The type of this research was a quasi-experimental research with a pretest-posttest control group design.  The samples were the seventh grade of one of junior high school in Kediri, as many as 60 students, with two classes: module as experiment class and existing class as control class. The module class was treated using a GIL-based module and existing class using modules commonly used at school. The sampling technique used in this research was purposive sampling. The instrument used to collect data on scientific inquiry literacy was a multiple-choice test. This study found that there are statistically significant differences between the module and the existing class with an Effect Size (ES) of 0,413. The average score of scientific inquiry literacy N-Gains score calculation in the module class was higher by 0,68 compared to the existing class 0f 0,47. The result indicates that there is a medium impact of applying heat and temperature module to the indicator of scientific inquiry literacy. These findings contribute that employing the GIL-based heat and temperature module proved to be effective in the quality of science learning among module class students.

21st century competencies have contained the purpose of science education. The purpose of science education is to promote scientific literacy among citizens using information and scientific issues in everyday life. Scientific inquiry is a part of science literacy. This study aimed to describe the mastery of middle school students’ scientific inquiry literacy and its influence based on gender and school location. The paper test used the instrument to measure scientific inquiry literacy which was based on ScInqLiT (scientific inquiry literacy test) as proposed by Wenning (2007). The study was conducted in four middle schools in Kediri district with 267 students. The data were analyzed using descriptive statistics by gender (119 boys and 148 girls) and school location (urban and rural areas). The result showed that the girls’ mastery of scientific inquiry was higher than the boys’, and the urban school students had a higher mastery of scientific inquiry literacy than the rural school students did. Moreover, science learning must be improved with learning methods and teaching materials and also refer to gender as well as school location.