Improving Science Literacy Skills for High School Students Through Guided Inquiry-Based Learning
- DOI
- 10.2991/miseic-19.2019.36How to use a DOI?
- Keywords
- science literacy skills, guided inquiry-based learning
- Abstract
The main objective of this study was to describe the effectiveness of guided inquiry-based learning to improve high school students’ science literacy skills. The science literacy skills was the ability to engage with science-related issues, scientific ideas, and reflective thinking. Evaluation criteria of science literacy skills consisted of four interrelated aspects, which were context, knowledge, competence, and attitude. The guided inquiry-based learning was implemented on two class, XI IPA 2 and XI IPA 3 using one group pretest-posttest design, especially on solubility and solubility product concept. The data collection techniques used were observation, test, and questionnaire. The results of this study showed that (1) each learning phase of guided inquiry in lesson plan had been implemented well and very well. The average percentage of learning implementation was 100%, meaning that all the learning steps in lesson plan I, II, and III could be performed well by teacher, (2) learning process acquired positive response from students, and (3) student’s science literacy skills increased, indicated by N-gain score at medium and high category. It could be concluded that guided inquiry-based learning was effective to improve students' scientific literacy skills.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Ernita Aulia AU - Ernita Vika Aulia PY - 2019/12 DA - 2019/12 TI - Improving Science Literacy Skills for High School Students Through Guided Inquiry-Based Learning BT - Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019) PB - Atlantis Press SP - 124 EP - 128 SN - 2352-538X UR - https://doi.org/10.2991/miseic-19.2019.36 DO - 10.2991/miseic-19.2019.36 ID - Aulia2019/12 ER -