Last modified: 2019-10-09
Abstract
The main objective of this study is to describes the effectiveness of guided inquiry-based learning to improve high school students’ science literacy skills. The science literacy skills is the ability to engage with science-related issues, scientific ideas, and be reflective thinking. Evaluation criteria of science literacy skills consists of four interrelated aspects, which are context, knowledge, competence, and attitude. The design of this study was experimental involving one group pretest-posttest design. The data collection techniques used observation, test, and questionnaire. The results of this study showed that (1) each learning phase of guided inquiry in lesson plan has implemented well and very well. The average percentage of learning implementation is 100%, meaning that all the learning steps in lesson plan I, II, and III can be done well by teacher. Implementation of learning diagrams can be seen in Figure 1.
https://postimg.cc/9z9TNhsx
Figure 1. Implementation of Learning Diagrams
(2) learning process acquired positive response from students, and (3) student’s science literacy skills in context, knowledge, competence, and attitude aspects increase on solubility and solubility product concepts by getting N-gain score with medium and high category. The results of science literacy skills in attitudes aspect were obtained from the test scores through self-assessment and among friends are presented in Table 1 below.
Table 1. Value of Student Science Literacy Skills in Attitude Aspects
Student
Student attitudes towards science
The importance of science in life
Student response to science as a career
Student responses to science learning at school
Pretest
Posttest
Pretest
Posttest
Pretest
Posttest
Pretest
Posttest
A
2.35
3.72
2.00
3.55
2.84
4.00
1.98
3.42
B
1.95
3.60
2.25
3.35
2.00
3.67
2.02
3.24
C
2.63
4.00
2.45
3.80
2.00
3.17
2.39
3.42
D
2.35
3.72
2.60
3.50
3.17
4.00
2.43
3.19
E
2.23
3.60
2.95
3.80
2.00
3.67
2.57
3.38
F
3.03
3.72
2.00
3.10
3.17
4.00
2.20
3.60
G
2.63
4.00
3.35
4.00
3.17
4.00
2.61
3.78
H
2.35
3.43
2.65
3.75
2.00
3.67
2.43
3.64
I
3.03
3.32
3.10
4.00
3.34
4.00
2.39
3.38
J
2.63
4.00
1.80
3.15
2.50
3.67
2.43
3.42
K
1.95
3.03
2.95
3.60
2.50
3.67
2.83
4.00
L
3.03
4.00
3.10
3.55
2.00
2.84
2.79
3.60
M
2.35
4.00
2.65
3.60
2.34
3.50
2.65
3.82
N
2.75
4.00
3.15
3.80
1.67
3.17
2.61
3.60
O
2.63
3.60
2.25
3.15
2.50
3.34
2.17
2.97
P
2.75
3.72
2.70
3.60
2.84
3.67
2.83
3.82
Q
3.03
4.00
2.85
3.55
2.34
3.67
2.47
3.42
R
2.92
3.60
2.50
3.20
2.84
4.00
1.98
3.01
S
2.52
3.60
2.20
3.35
3.00
3.17
2.39
3.16
T
1.95
2.92
2.00
3.15
2.00
2.84
2.17
2.97
All indicators of student attitudes aspects have increased in value reaching good to very good categories. It can be concluded that the guided inquiry-based learning effective to improve every aspect of students' scientific literacy skills, especially on the concept of solubility and solubility product in senior high school.