Guided Inquiry Learning Model to Improve Students Science Literacy Skills and Learning Outcomes

Abstract

Students science literacy skills and learning outcomes tend to be low in chemical equilibrium material. One of the influence factors is the use of not exactly learning models. An alternative that can be done is using the guided inquiry learning model. This research aims to determine the effect of the guided inquiry learning model to improve student science literacy skills and learning outcomes chemical equilibrium. The research design was used Quasi-Experimental tipe Nonequivalent Control Only Group Design. The experimental class use the guided inquiry learning model meanwhile the control class use the conventional learning model. The data analysis technique was used independent sample t-test and manova test. The results of hypothesis test used independent sample t-test on science literacy skills of 0,000<0,05 with thitung (4,833) ≥ ttable of (1,671), then H0 was rejected. Meanwhile, the results of hypothesis test used independent sample t-test on learning outcomes were 0,001<0,05 with thitung (3,340) ≥ ttable (1,671) then H0 was rejected. The results of the manova test on both variables of 0,000<0,05 and 0,001<0,05 then H0 was rejected. Based on the results obtained from implementation the guided inquiry learning model on chemical equilibrium material, it has an effect on science literacy and learning outcomes for class XI students at SMAN 1 Kalidawir.