Gil-Based Heat and Temperature Module: Empowering Scientific Inquiry Literacy of Junior High School Students

Abstract

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.