Abstract
This research aims to find out the influence of guided inquiry learning models on the ability of scientific literacy in high school students in the city of Tangerang. This research is a pre-experimental design study that aims to determine the ability of scientific literacy by using a guided inquiry learning model for high school students in the city of Tangerang in Newton’s law material. The research design used was One-Group Pretest-Posttest Design with a sample of 32 students of class X MIA 3 of SMAN 11 in Tangerang City. The average N-gain results for students of SMAN 11 Kota Tangerang amounting to 0.4060 are in the medium category. So it was concluded that the ability of scientific literacy by using the guided inquiry learning model of high school students in the Regency and City of Tangerang is in the medium category.
Highlights
Science literacy, according to PISA (Program for International Student Assessment) is the ability to use scientific knowledge, identify questions and draw evidence-based on conclusions to be able to understand and help in making conclusions about nature and changes to nature due to human activities (Udompong et al 2014)
The assessment of scientific literacy in PISA consists of measuring the level of understanding of knowledge and understanding of various aspects of the process, as well as the ability to apply knowledge and science processes in real discussions conducted by students, as individuals and members of the community (Usmeldi 2016)
Science literacy is very important to master because of its wide application and almost in all fields (Demirel 2015; Flores 2018), developed countries continue to work to improve the ability of scientific literacy in the younger generation to be able to be more competitive in the global workforce (Berman & Kuden 2017; Dichev 2017)
Summary
Science literacy, according to PISA (Program for International Student Assessment) is the ability to use scientific knowledge, identify questions and draw evidence-based on conclusions to be able to understand and help in making conclusions about nature and changes to nature due to human activities (Udompong et al 2014). Science literacy is very important to master because of its wide application and almost in all fields (Demirel 2015; Flores 2018), developed countries continue to work to improve the ability of scientific literacy in the younger generation to be able to be more competitive in the global workforce (Berman & Kuden 2017; Dichev 2017). PISA is defined as the ability to use scientific knowledge, identify questions, and draw conclusions based on evidence, in order to understand and make decisions regarding nature and changes made to nature through human activities (Sülün, Dilek, & Onur 2009). Science literacy is very important for the understanding of science and its application to people’s lives (Drago & Mih 2015)
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