In the effort to improve primary teachers' pedagogical content knowledge (PCK), this research aimed to develop inquiry-based teacher training model. The research participants were 31 elementary school teachers from 23 schools from 4 regencies (Tabalong, Balangan, East Barito, and Hulu Sungai Utara) in South Kalimantan. Samples were selected by using purposeful sampling method. This research was conducted by using qualitative approach with educational design research (EDR) model. The EDR model adopted design cycles consisted of four stage, such as: (1) preliminary research; (2) prototype step; (3) summative evaluation; (4) reflection and documentation systematically. Training model conducted consisted of three stages: (1) assessment preliminary stage (2) training stage; and (3) monitoring and evaluation. Training stage was consisted in two session : (1) motivational and leadership training, and (2) inquiry learning simulation with interactive demonstration inquiry model on prototype I and 5-stage level of inquiry model on prototype II. Based on findings obtained from opened questionnaires, it was found that inquiry model training can change teacher paradigm on the following: (1) role and function of teacher; (2) fun science learning; (3) creation of subject specific pedagogy (SSP); (4) inquiry-based learning; (5) science concept; and (6) learning process. Based on the result gain score, it was found that training through inquiry was quite effective to deliver training material. The mastery of science concept was indicated from the mean gain score in the end of training in cycle II that was categorized as high (0.53), significantly increased compare to cycle I score that was categorized as low (0,21). Based on the obtained result, the designed inquiry based teacher training model was considered feasible to be applied to support primary teacher's PCK.

Abstract. This study was conducted to ascertain the role of inquiry in supporting teachers' pedagogical content knowledge (PCK) and efficacy based on the In-Service Profesional Development (INSEP) findings.

Objective - The fundamental scientific literacy skills of primary learners remains crucial as the STEM and Industry 4.0 thrusts begin to configurate across levels. Espousing the view that a visual fun-laden learning medium fosters learners’ understanding on natural phenomena and its scientific literacy, this research aims to examine the effect of inquiry-based science comics as a learning medium in improving primary learners' scientific literacy skills. Methodology/Technique –This study employs the quasi-experimental method, specifically, the pre-test/post-test control group design. Three levels of learners’ scientific literacy which covers scientific concepts and phenomena (LTC-1), thinking (LTC-2), and scientific inquiry processes (LTC-3) were quantitatively measured by using problem-set tests. The inquiry sequences of observing, questioning, exploring, discussing and evaluating were integral features of the inquiry-based comics and provided the direction of the learning sessions. Improvements in the learners’ scientific literacy skills were qualitatively triangulated through series of class observations, learners’ experiments and related artefacts, and post-mortem group discussion. Finding - The results show that there was a significant difference in students’ scientific literacy using the inquiry-based comic. The increase in gained score occurred in the first (LTC-1) and second (LTC-2) level of scientific literacy. The skills of making diagrams, charting data and drawing conclusions also progressed in the experimental group. This finding indicates that inquiry-based science comics provide a support platform in developing the fundamental scientific literacy skills of primary graders. Novelty - The results of this study contribute to the limited literature on the use of instructional inquiry-based science comics in order to leverage scientific literacy skills of primary years. Type of Paper: Empirical. Keywords: Comic Books; Science; Inquiry-based Comics; Scientific Literacy; Inquiry. Reference to this paper should be made as follows: Fananta, M. R; Umbara, T; Valdez, N. P. 2019. The Effect of Inquiry-Based Science Comics on Primary Learners’ Scientific Literacy Skills, Global J. Bus. Soc. Sci. Review 7(4): 210 – 216. https://doi.org/10.35609/gjbssr.2019.7.4(1) JEL Classification: I21, I29.