Can the guided inquiry with environment learning resources increase conceptual understanding and scientific literacy?

Abstract

This study was aimed to improve the quality of chemistry learning process, learning outcomes and scientific literacy in electrolyte and nonelectrolyte material by application of guided inquiry with environment learning resources. This classroom action research was conducted at tenth grade of class IPA 2 SMA Negeri 1 Banjarmasin by involving 35 students, a teacher and three observers. Scientific literacy and conceptual understanding data were collected using multiple choice test. Meanwhile, teacher and student activities data were collected using observation sheets. This classroom action had increased quality of teacher activity from moderate to good, students’ activity from less active to active, students’ scientific literacy from moderate to high and chemistry conceptual understanding from 51.42% to 91.42% of completeness level. It was concluded that the guided inquiry with environment learning resource was effective to increase quality of chemistry learning process, students’ learning outcome and scientific literacy. To make the meaningful chemistry learning, it’s importance to use environment learning resources which are close to the students.

Validitas dan Kepratisan Media Articulate Storyline Materi Teknologi Ramah Lingkungan Berkonteks Lahan Basah untuk Meningkatkan Literasi Sains

“…Materi EFTs sangat berhubungan dengan penerapan literasi sains proses dalam kehidupan sehari-hari. Literasi sains tidak hanya diartikan sebagai kemampuan untuk membaca dan memahami konsep sains tetapi diartikan sebagai kemampuan untuk memahami dan menerapkan prinsip-prinsip ilmu pengetahuan dalam menyelesaikan masalah yang berkaitan sains serta teknologi kehidupan sehari-hari (OECD, 2019a;Sholahuddin et al, 2020). Literasi sains peserta didik pada materi teknologi ramah lingkungan di Banjarmasin hanya 30% (masih rendah), hal ini diperkuat hasil PISA 2018 menunjukkan peserta didik SMP di Indonesia berada pada peringkat 62 dari 71 negara dengan skor rata-rata 396 (kategori rendah), sehingga diperlukan pengembangan media interaktif (Dwipayana et al, 2020;Rianto, 2020).…”