The effectiveness of learning media based on the guided inquiry model to improve students science literature skills and scientific attitudes

Anita Kintan Pratiwi,Muh Makhrus,Muhammad Zuhdi

doi:10.29303/jpm.v16i5.3041

Abstract

The study aims to determine the effectiveness of physics learning media based on the guided inquiry learning model to improve students' science literacy skills and scientific attitudes effectively and efficiently.ÃÂ The type of the research is a Research and Development (R&D) which adopts the 4D model. The effectiveness obtained from the limited trial which was used to get the value of the N-gain test and the efficiency was determined from the students' responses and the results of the scientific attitude questionnaire. The results of the study based on the results of the N-gain test obtained an average value of 0.55 with a medium category. Student responses indicated that they are not satisfied with online learning and the results of the scientific attitude response questionnaire showed that there is an increase in students' scientific attitudes. So it can be concluded that the effectiveness of the physics learning media based on the guided inquiry learning media on material of momentum and impulse is effective and efficient to improve students' scientific literacy skills and scientific attitudes.

Highlights

Natural science (IPA) studies natural phenomena and objects obtained by conducting observations, experiments, or trials based on the results of human observations in the form of facts, rules, laws, principles, and theories related to nature
The purpose of the study is to describe the implementation of guided inquiry learning model to improve science literacy and scientific attitudes
The results of interviews with Physics teacher stated that limited time and inadequate facilities were the main reasons teachers couldn’t implement guided inquiry model

Summary

Introduction

Natural science (IPA) studies natural phenomena and objects obtained by conducting observations, experiments, or trials based on the results of human observations in the form of facts, rules, laws, principles, and theories related to nature. Science essentially underlies the rapid development of 21st century technology. Technological developments require human resources to have the skills demanded by the 21st century. Makhrus et al [2] suggested that the implementation of Curriculum of 2013 is expected to be implemented in 21st century learning which reflects four things, namely critical thinking and problem solving, creativity and innovation, communication and collaboration. Based on this opinion, it is very important for students have the skills that the 21st century demands

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Conclusion