<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Scientific literacy is ability to distinguish facts, concepts, principles from various information, recognize and analyze scientific investigations, evaluate, and make interpretations of the results of evaluations to be able to make conclusions. This study was to determine the effect of scientific literacy competencies of students who study with guided inquiry learning with procedural scaffolding on student cognitive learning outcomes. This research is a quasi-experimental study using a non-equivalent control group design. Data collection was carried out by pretest and postest. Pretest is used as student's initial ability data and posttest data is used as data for different tests using ANCOVA. The results showed that the classroom with the guided inquiry inquiry assisted scaffolding learning model had an influence on the results of the scientific literacy competency test with the significance of the ANCOVA test of 0.003<0.050. The percentage of influence of the application of guided inquiry with procedural scaffolding was 16.1% in scientific literacy competencies. This shows that the scientific literacy competence of the experimental class is better than the control class.</p><p><strong>Abstrak:<em> </em></strong>Literasi saintifik merupakan kemampuan seorang dalam membedakan antara fakta, konsep, prinsip dari berbagai informasi, mengenal dan mengaanalisis penyelidikan saintifik, mengevaluasinya, dan membuat interpretasi dari hasil evaluasi yang merujuk pada kesimpulan baik secara individu ataupun kelompok. Tujuan penelitian mengetahui pengaruh pembelajaran inquiry dengan <em>scaffolding procedural</em> terhadap kompetensi literasi saintifik siswa. Penelitian ini mrupakan penelitian <em>quasi eksperiment</em> dengan menggunakan rancangan penelitian <em>nonequivalent control group design</em>. Pengumpulan data dilaksanakan sebelum dan sesudah penelitian pada penelitian dan kontrol. Tes sebelum penelitian digunakan sebagai data kemampuan awal siswa dan data setelah pembelajaran digunakan sebagai data untuk uji beda menggunakan ANCOVA. Hasil penelitian menunjukkan kompetensi literasi saintifik siswa yang belajar dengan model inkuiri dengan <em>scaffolding procedural</em> lebih tinggi dari siswa yang belajar dengan pembelajaran konvensional dengan nilai signifikansi 0.003<0.050. Persentase besar pengaruh penerapan inkuiri terbimbing dengan <em>scaffolding procedural </em>sebesar pada kompetensi literasi saintifik sebesar 16,1%. Hal ini menunjukka bahwa kemampuan kompetensi literasi saintifik kelas eksprimen lebih baik daripada kelas kontrol.</p></td></tr></tbody></table></div>
This article has used a type of qualitative research with a descriptive research approach (case study) because it describes management or descriptive interpretation of the extracurricular management of muhadharah at Madrasah Aliyah Patra Mandiri Plaju Palembang. The main data sources in this study were interview data with the Head of the Madrasah, Deputy Head of Curriculum, Deputy Head of Student Affairs, teachers and Muhadharah extracurricular coaches, and 18 student representatives from each class. The findings of this study are: Planning (Planning) extracurricular muhadharah is going well as seen by involving all components responsible for the stability of activities carried out to achieve madrasa objectives, such as by holding meetings, determining classes, schedules, materials, and so on. Coaches and teachers who function as human resources for extracurricular muhadharah activities can carry out their duties properly. The implementation (actuating) of extracurricular muhadharah activities shows that madrasa leaders/representatives are less proactive in providing motivation that can generate enthusiasm at work. Supervision (controlling) extracurricular muhadharah activities at Patra Mandiri Plaju Palembang Madrasah Aliyah, this activity did not run optimally because the madrasa leadership did not formally request a written report on the activities carried out, and informally the leadership did not ask for an explanation verbally or directly on activities that have been carried out.
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