The effectiveness of guided inquiry learning based on contextual to improve chemistry literacy ability of senior high school students

Abstract

This research aims to determine the effectiveness guided inquiry learning based of contextual to improve chemistry literacy ability of students. This is an experimental research with pretest-posttest control group design and cluster random sampling as sampling techniques. The samples of this research are two different classes of X MIPA. The ability of chemistry literacy is tested using chemistry literacy test and questionnaire. Data analysis uses T-test, N-gain, classical learning pass, and questionnaire data descriptive analysis. The result of this research provided average score of posttest of chemistry students literacy of experiment group 72.86 and 63.42 for control group. Classical learning pass of experiment group is 78.57% and control group is 38.71%. N-gain analysis result provided the ability of chemistry literacy in every aspect of experiment group is better than control group. T-test result are tcount 3.66 and is bigger than ttable 2.00, it means that the ability of chemistry literacy of students in experiment group is better than the one in control group. Questionnaire analysis result provided around 68% in good category. Based on research results, it can be concluded that by using guided inquiry learning based of contextual, students’ chemistry literacy ability is improved significantly.

Effects of Context-Based Teaching Chemistry on Students' Achievement: A Systematic Review

“…From this (Table 2), we can conclude that three study articles [26,30,34] utilized the independent t-test as their data analysis method. The independent t-test was employed in these studies to compare the means of two separate groups.…”

“…In the data analysis section of reviewing, Table 2 below shows an overview of the types and number of analysis methods adopted by the study articles. Among the study articles, three article [26,30,34] utilized the independent t-test as their data analysis method. Additionally, three study articles [25,27,33] used the oneway t-test.…”

Development of Science Teaching Materials Based on Ecological Value of Mangrove Ecosystems as a Strategy to Improve Science Literacy of Junior High School Students on the South Coast of East Lombok

“…Research samples were treated in experimental and conventional groups in control classes (El Islami, et al, 2019). The development of learners' teaching materials through several stages consists of the validation of expert assessment, validation of materials, and assessment of teacher practicality (Wardani and Anggraeni, 2020). Data collection is done using questionnaires and tests.…”

“…SCIENCE teachers argue that this teaching material is very suitable for schools located in coastal areas. Learners can observe directly in the environment and add insight and literacy skills (Burt, et al, 2019;Falloon, 2019;Wardani and Anggraeni, 2020). Based on the teacher validation assessment, all four aspects have a very good score on the category (Table 2 Aspects of material content get three responses: quite, interesting, and very interesting, with consecutive percentages of 4.51%, 35.66%, and 55.32%.…”

The Effect of a Guided Inquiry Learning Model With A Scientific Approach in Green Chemistry and Global Warming Material On Students Critical Thinking Ability and Learning Motivation

“…According to research conducted by Ibnusaputra et al (2023), the application of the guided inquiry learning model with a scientific approach has proven to be very effective in improving students understanding of concepts and critical thinking abilities. The application of the guided inquiry model in education can be improved by incorporating contextual learning, because it functions as a basic framework for fostering scientific thinking and improving students cognitive abilities at a higher level (Wardani & Anggraeni, 2020). According to the findings of Ramandha et al (2018), the application of the guided inquiry learning approach has shown its efficacy in facilitating students understanding of real ideas and encouraging the development of advanced cognitive processes.…”