The Science Literacy Capabilities Profile Using Guided Inquiry Learning Models
DOI:
https://doi.org/10.21009/1.06109Keywords:
science literacy, guided inquiry learning models, Newton’s lawAbstract
This research aims to find out the influence of guided inquiry learning models on the ability of scientific literacy in high school students in the city of Tangerang. This research is a pre-experimental design study that aims to determine the ability of scientific literacy by using a guided inquiry learning model for high school students in the city of Tangerang in Newton’s law material. The research design used was One-Group Pretest-Posttest Design with a sample of 32 students of class X MIA 3 of SMAN 11 in Tangerang City. The average N-gain results for students of SMAN 11 Kota Tangerang amounting to 0.4060 are in the medium category. So it was concluded that the ability of scientific literacy by using the guided inquiry learning model of high school students in the Regency and City of Tangerang is in the medium category.
References
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Ozmusul, M 2012, ‘Developing project organization model at the schools participated in comenius school partnership projects’, Procedia - Social and Behavioral Sciences, vol. 46, pp. 515–519.
Pedaste, M, Maetos, M, & Siiman, L 2015, ‘Phases of inquiry-based learning : Definitions and the inquiry cycle’, Educational Research Review, vol. 14, pp. 47-61.
Ridho, S, Aminah, NS, & Supriyanto, A 2018, ‘The Profile of Students’ Scientific Literacy Competence Skill at SMA Batik 2 Surakarta’, International Journal of Enviromental & Science Education, vol. 13, no. 9, pp. 719-25.
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Sülün, Y, Dilek, G, & Onur, S 2009, ‘Determination of science literacy levels of the classroom teachers ( A case of Mu ÷ la city in Turkey )’, Procedia-Social and Behavioral Sciences, vol. 1, pp. 723-30.
Sung, Y, Chang, K, & Liu, T 2016, ‘Computers & Education The effects of integrating mobile devices with teaching and learning on students’ learning performance : A meta-analysis and research synthesis’, Computers & Education, vol. 94, pp. 252-75.
Thaiposri, P & Wannapiroon, P 2015, ‘Enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing’, Procedia - Social and Behavioral Sciences, vol. 174, pp. 2137-44.
Turiman, P, Omar, J, Daud, AM, & Osman, K 2012, ‘Fostering the 21 st Century Skills through Scientific Literacy and Science Process Skills’, Procedia - Social and Behavioral Sciences, vol. 59, pp. 110-6.
Udompong, L & D, SWP 2014, ‘Diagnosis of the Scientific Literacy Characteristics of’, Procedia - Social and Behavioral Sciences, vol. 116, pp. 5091-6.
Usmeldi 2016, ‘Pengembangan Modul Pembelajaran Fisika Berbasis Riset dengan Pendekatan Scientific untuk Meningkatkan Literasi Sains Peserta Didik’, JPPPF - Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 2, no. 1.
Vlassi, M & Karaliota, A 2013, ‘The comparison between guided inquiry and traditional teaching method. A case study for the teaching of the structure of matter to 8th grade Greek students’, Procedia - Social and Behavioral Sciences, vol. 93, pp. 494-7.
Wang, Q 2012, ‘Coaching for Learning : Exploring Coaching Psychology in Enquiry-based Learning and Development of Learning Power in Secondary Education’, Procedia - Social and Behavioral Sciences, vol. 69, pp. 177-86.
Zeki 2013, ‘Effect of Inquiry Based Learning Method on Students’ Motivation’, Procedia - Social and Behavioral Sciences, vol. 106, pp. 988-96.
Aun, S & Kaewurai, W 2017, ‘Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia’, Kasetsart Journal of Social Sciences, vol. 38, no. 1, pp. 88-95.
Belton, DJ 2016, ‘Teaching process simulation using video-enhanced and discovery / inquiry-based learning : Methodology and analysis within a theoretical framework for skill acquisition’, Education for Chemical Engineers, vol. 17, pp. 54–64.
Berman, EA & Kuden, JL 2017, ‘Scientific Literacy, Agriculture to Zoology’, Agricultire to Zoology: Information Literacy in the Life Sciences, pp. 17-26.
Calenda, M & Tammaro, R 2015, ‘The assessment of learning : from competence to new evaluation’, Procedia - Social and Behavioral Sciences, vol. 174, pp. 3885-92.
Creswell, JW 2013, ‘Research Design Qualitative, Quantitative, and Mixed Method Approaches’, p. 273.
Decker-lange, C 2018, ‘Problem- and inquiry-based learning in alternative contexts : Using museums in management education’, The International Journal of Management Education, vol. 16, no. 3, pp. 446-59.
Demirel, M 2015, ‘Prospective Science and Primary School Teachers Self -efficacy Beliefs in Scientific Literacy’, Procedia - Social and Behavioral Sciences, vol. 191, pp. 1903-8.
Dichev, C 2017, ‘Towards Data Science Literacy Towards Data Science Literacy Towards Data Science Literacy’, Procedia Computer Science, vol. 108, pp. 2151-60.
Drago, V & Mih, V 2015, ‘Scientific Literacy in School’, Procedia - Social and Behavioral Sciences, vol. 209, pp. 167-72.
Efrat, M 2015, ‘“I found it ! I found it !” A child ’ s chance discovery as a basis for learning using the kindergarten multi-dialogical approach’, Procedia - Social and Behavioral Sciences, vol. 209, pp. 173-9.
Flores, C 2018, ‘Problem-based science, a constructionist approach to science literacy in middle school’, International Journal of Child-Computer Interaction, vol. 16, pp. 25-30.
Gurses, A, Gunes, K, Barin, TB, Eroglu, Z, & Cozel, FS 2015, ‘Relation Between Pre-Service Chemistry Teacher Science Literacy Levels And Their Some Scientific Process Skills’, Procedia - Social and Behavioral Sciences, vol. 197, pp. 2395-402.
Hong, J, Tsai, CR, Hsiao HS, Chen, PH, Chu, KC, Gu, J, & Sitthiworachart, J 2019, ‘The effect of the “Prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning’, Computers & Education, vol. 133, pp. 127-38.
Idris 2013, ‘Need For Mobile Learning : Technologies and Opportunities’, Procedia - Social and Behavioral Sciences, vol. 103, pp. 685-94.
Kamonratananun, N, Sujiva, S, & Tangdhanakanond, K 2016, ‘Development of an Evaluation Capacity-building Program for Nurse Teachers in Students’ Practicum’, Procedia - Social and Behavioral Sciences, vol. 217, pp. 344-53.
Karimzadegan, H & Meiboudi, H 2012, ‘Exploration of environmental literacy in science education curriculum in primary schools in Iran’, Procedia - Social and Behavioral Sciences, vol. 46, pp. 404-9.
Kõiv, K 2016, ‘Perceived multiple emotional self-concepts in groups of juvenile delinquents and nondelinquents’, Procedia - Social and Behavioral Sciences, vol. 217, pp. 49-56.
Morrison, J, Frost, J, Gotch, C, McDuffie, AR, Austin, B, & French, B 2020, ‘Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education’, International Journal of Science and Mathematics Education.
Muliyati, D, Septiningrum, AD, Ambarwulan, D, & Astra, IM 2020, ‘The Development of Guided Inquiry Student Worksheet using Tracker Video Analysis for Kinematics Motion Topics’, IOP Conf. Series: Journal of Physics: Conf. Series vol. 1491, p. 012062.
Nikmah, F, & Subali, E 2019, ‘Integration of Peer Instruction in the Guided Inquiry Learning Model : Practicing Science Literacy through Scratch’, Jurnal Penelitian dan Pengembangan Pendidikan Fisika, vol. 5, no. 2, pp. 177-82.
Novili, WI, Utari, S, & Saepuzaman, D 2016, ‘Penerapan Scientific Approach untuk Meningkatkan Literasi Saintifik dalam Domain Kompetensi Siswa SMP pada Topik Kalor, JPPPF - Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 2, no. 1.
Nussbaum, M, Alcoholado, C, Tagle, A, & Rodriguez, L 2012, ‘Interpersonal computer for teaching arithmetic and reading skills’, Procedia - Social and Behavioral Sciences, vol. 46, pp. 435-9.
Õ, P & Kabap, F 2010, ‘The effects of inquiry-based learning on elementary students’ conceptual understanding of matter , scientific process skills and science attitudes’, Procedia - Social and Behavioral Sciences, vol. 2, pp. 1190-4.
Ogan-bekiro, F & Arslan, A 2014, ‘Examination of the Effects of Model-Based Inquiry on Students’ Outcomes : Scientific Process Skills and Conceptual Knowledge’, Procedia - Social and Behavioral Sciences, vol. 141, pp. 1187-91.
Ozmusul, M 2012, ‘Developing project organization model at the schools participated in comenius school partnership projects’, Procedia - Social and Behavioral Sciences, vol. 46, pp. 515–519.
Pedaste, M, Maetos, M, & Siiman, L 2015, ‘Phases of inquiry-based learning : Definitions and the inquiry cycle’, Educational Research Review, vol. 14, pp. 47-61.
Ridho, S, Aminah, NS, & Supriyanto, A 2018, ‘The Profile of Students’ Scientific Literacy Competence Skill at SMA Batik 2 Surakarta’, International Journal of Enviromental & Science Education, vol. 13, no. 9, pp. 719-25.
Schramm JW, Jin, H, Keeling, EG, Johnson, M, & Shin, HJ 2017, ‘Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression’, Research in Science Education, vol. 48, pp. 887–911.
Shamsudin, N, Abdullah, N, & Yaamat, N 2013, ‘Strategies of Teaching Science Using an Inquiry Based Science Education ( IBSE ) by Novice Chemistry Teachers’, Procedia - Social and Behavioral Sciences, vol. 90, pp. 583-92.
Sözen, H & Sözen, M 2011, ‘Determining the Knowledge Levels of the Students Studying in the School of Physical Education and Sports about Energy and Muscular Systems’, Procedia - Social and Behavioral Sciences, vol. 15, pp. 788-93.
Stockdale, J, Hughes, C, Stronge, S, & Birch, M 2019, ‘Studies in Educational Evaluation Motivating midwifery students to digitalise their enquiry-based learning experiences : An evaluative case study’, Studies in Educational Evaluation, vol. 60, pp. 59–65.
Suárez, Á, Lee HY, Yang, JM, & Chang, KE 2018, ‘Computers & Education A review of the types of mobile activities in mobile inquiry-based learning’, Computers & Education, vol. 118, pp. 38–55.
Sülün, Y, Dilek, G, & Onur, S 2009, ‘Determination of science literacy levels of the classroom teachers ( A case of Mu ÷ la city in Turkey )’, Procedia-Social and Behavioral Sciences, vol. 1, pp. 723-30.
Sung, Y, Chang, K, & Liu, T 2016, ‘Computers & Education The effects of integrating mobile devices with teaching and learning on students’ learning performance : A meta-analysis and research synthesis’, Computers & Education, vol. 94, pp. 252-75.
Thaiposri, P & Wannapiroon, P 2015, ‘Enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing’, Procedia - Social and Behavioral Sciences, vol. 174, pp. 2137-44.
Turiman, P, Omar, J, Daud, AM, & Osman, K 2012, ‘Fostering the 21 st Century Skills through Scientific Literacy and Science Process Skills’, Procedia - Social and Behavioral Sciences, vol. 59, pp. 110-6.
Udompong, L & D, SWP 2014, ‘Diagnosis of the Scientific Literacy Characteristics of’, Procedia - Social and Behavioral Sciences, vol. 116, pp. 5091-6.
Usmeldi 2016, ‘Pengembangan Modul Pembelajaran Fisika Berbasis Riset dengan Pendekatan Scientific untuk Meningkatkan Literasi Sains Peserta Didik’, JPPPF - Jurnal Penelitian & Pengembangan Pendidikan Fisika, vol. 2, no. 1.
Vlassi, M & Karaliota, A 2013, ‘The comparison between guided inquiry and traditional teaching method. A case study for the teaching of the structure of matter to 8th grade Greek students’, Procedia - Social and Behavioral Sciences, vol. 93, pp. 494-7.
Wang, Q 2012, ‘Coaching for Learning : Exploring Coaching Psychology in Enquiry-based Learning and Development of Learning Power in Secondary Education’, Procedia - Social and Behavioral Sciences, vol. 69, pp. 177-86.
Zeki 2013, ‘Effect of Inquiry Based Learning Method on Students’ Motivation’, Procedia - Social and Behavioral Sciences, vol. 106, pp. 988-96.
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Published
2020-06-30
How to Cite
Haryadi, R., & Pujiastuti, H. (2020). The Science Literacy Capabilities Profile Using Guided Inquiry Learning Models. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 6(1), 81–88. https://doi.org/10.21009/1.06109
