Guided Inquiry: How to Improve Scientific Literacy Student Senior High School

Abstract

Purpose of the study: Students’ scientific literacy skills are very much needed in 21st-century learning, but the fact is that field gains in scientific literacy are still low. Research with a focus on improving the ability of students’ scientific literacy to use an inquiry-based approach is also limited. Therefore, this quantitative quasi-experimental study aims to improve students’ scientific literacy skills by using the inquiry model.
 Methodology: Using quantitative designs in quasi-experimental designs. By using 42 secondary students obtained based on purposive sampling. The experimental group used the guided inquiry model, while the control group used the traditional learning model. Then the data are analyzed to get descriptive and inferential results.
 Main Findings: There is a significant difference in terms of students’ scientific literacy skills between the control class and the experimental class. It was found that using the guided inquiry model found differences with the t-test value of 19,373 on students’ scientific literacy abilities. It can be underlined that the guided inquiry model has a significant effect on students’ scientific literacy skills compared to traditional learning models.
 Applications of this study: In this research can be a consideration for teachers to apply guided inquiry to improve students’ scientific literacy skills.
 Novelty/Originality of this study: In this study, the renewal of learning that uses the guided inquiry learning model can improve the scientific literacy abilities of students.