Optimizing Inquiry-based Learning Activity in Improving Students’ Scientific Literacy Skills

Abstract

The application of inquiry learning is one of the ways to improve the students’ ability of scientific literacy. The difficulty of applying inquiry-based learning in physics learning gave a negative effect on scientific literacy skills. One way to optimize inquiry-based learning activities was to combine learning with the use of technology. The purpose of this research was to optimize inquiry learning through Edmodo in improving students’ ability of scientific literacy on the material of Newton’s Law. The method used was pre-post control design with 96 students of SMA Negeri 4 Kerinci as the research subjects. They were divided into three groups: experimental class 1 was given guided inquiry assisted by Edmodo, experiment class 2 was given guided inquiry learning and control class was given conventional learning. Instrument used was multiple choice questions and questionnaire. The data gathered were analyzed using Anova Mixed Design technique using significance level of 0.05 and effect size (ES). The results of the analysis show that guided inquiry learning assisted by Edmodo was more effective in improving scientific literacy of cognitive aspect (SLC) compared with inquiry and conventional models with t-testα = 0,05 = 0.000 and contributed an improve of 0.847 with ‘Big’ category. In the scientific literacy of affective aspect (SLA) Edmodo-assisted inquiry study contributed an improve of 0.097 categorized as ‘Small’ with t-testα = 0.05 = 0.003. It means that guided-inquiry assisted by Edmodo is effective to improve SLA, but contribute to small improvements.