The Effectiveness of Contextual Learning Using the Guided Inquiry Approach to Improve Students' Scientific Literacy Ability
DOI:
10.29303/jppipa.v9i1.2785Published:
2023-01-31Issue:
Vol. 9 No. 1 (2023): JanuaryKeywords:
Contextual learning, Guided inquiry, Scientific literacyResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to evaluate the effectiveness of contextual learning using guided inquiry to increase prospective physics teachers' scientific literacy skills. This study used the One Group Pretest-Postest design. Students in the physics education undergraduate program at Universitas Negeri Surabaya who took thermodynamics courses were the research subjects. The results showed that students' scientific literacy abilities before participating in the learning were already in a reasonably good category, and these students scientific literacy abilities experienced an increase after participating in contextual learning with a guided inquiry approach. The evaluation results of the n-gain test based on the pretest and posttest scores obtained an n-gain score of 0.64 or 64%. Accordingly, it can be concluded that contextual learning combined with the guided inquiry approach can effectively increase prospective teacher students' scientific literacy skills based on the evaluation results of the n-gain test
References
Amadi, C. S. (2021). The Integration of 21st-Century Skills in Science: A Case Study of Canada and the USA. Education and Urban Society, 55(1), 56-87. https://doi.org/10.1177/00131245211062531
Anggraini, D. (2017). Penerapan Pembelajaran Kontekstual Pada Pendidikan Anak Usia Dini. Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini, 1(1), 39-46. https://doi.org/10.24853/yby.1.1.39-46
Astuti, B., Suryaningsih, I., Rusilowati, A., & Kusuma, H. H. (2021). Science literacy profile of student on landslide disaster mitigation in Semarang city. Journal of Physics: Conference Series, 1918(2). https://doi.org/10.1088/1742-6596/1918/2/022017
Budiarso, A. S., Sutarto, & Rohmatillah, S. (2020). Analisis kemampuan siswa dalam menjelaskan fenomena IPA di sekitar lingkungan. Webinar Pendidikan Fisika, 5(1), 27-32. Retrieved from https://jurnal.unej.ac.id/index.php/fkip-epro/article/view/21699
Calavia, S., Bravo-Torija, B., & Mazas, B. (2022). Which socio-scientific dimensions do 11th graders refer to when deciding whether to be vaccinated against COVID-19? Journal of Biological Education, 1–14. https://doi.org/10.1080/00219266.2022.2118354
Fibonacci, A., Haryani, S., & Sudarmin, S. (2017). Effctiveness of socio-sciences issues in chemistry class to improve scientific literacy in high school: Redox reaction and environmental issues. Man in India, 97(17), 249–256. Retrieved from http://lib.unnes.ac.id/id/eprint/37616
Fuadi, H., Robbia, A. Z., Jamaluddin, J., & Jufri, A. W. (2020). Analisis Faktor Penyebab Rendahnya Kemampuan Literasi Sains Peserta Didik. Jurnal Ilmiah Profesi Pendidikan, 5(2), 108–116. http://doi.org/10.29303/jipp.v5i2.122
Ginting, A. A. B., Darmaji, & Kurniawan, D. A. (2022). View of Analisis Pentingnya Keterampilan Proses Sains terhadap Kemampuan Berpikir Kritis di SMA Se-Kecamatan Pemayung. Jurnal Pendidikan MIPA, 12(1), 91-96. http://doi.org/10.37630/jpm.v12i1.542
Indawati, H., Sarwanto, S., & Sukarmin, S. (2021). Studi Literatur Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis IPA SMP. INKUIRI: Jurnal Pendidikan IPA, 10(2), 99-107. http://doi.org/10.20961/inkuiri.v10i2.57269
Kusumastuti, R. P., Rusilowati, A., & Nugroho, S. E. (2019). Pengaruh Keterampilan Berpikir Krtis Terhadap Literasi Sains Siswa. UPEJ: Unnes Physics Education Journal, 8(3), 254-261. http://doi.org/10.15294/upej.v8i3.35624
Matondang, K., Matondang, A. R., & Saragih, R. M. B. (2021). Pengaruh Model Pembelajaran Kontekstual Terhadap Kemampuan Pemecahan Masalah. FARABI: Jurnal Matematika Dan Pendidikan Matematika, 4(1), 69-73. http://doi.org/10.47662/farabi.v4i1.72
Momsen, K., & Ohndorf, M. (2022). Information avoidance, selective exposure, and fake (?) news: Theory and experimental evidence on green consumption. Journal of Economic Psychology, 88, 102457. http://doi.org/10.1016/j.joep.2021.102457
Nisa, E. K., Koestiari, T., Habibbulloh, M., & Jatmiko, B. (2018). Effectiveness Of Guided Inquiry Learning Model To Improve Students’ Critical Thinking Skills At Senior High School. Journal of Physics: Conference Series, 997(1). http://doi.org/10.1088/1742-6596/997/1/012049
Pertiwi, U. D., Atanti, R. D., & Ismawati, R. (2018). Pentingnya Literasi Sains Pada Pembelajaran IPA SMP Abad 21. Indonesian Journal of Natural Science Education (IJNSE), 1(1), 24-29. http://doi.org/10.31002/nse.v1i1.173
Prasetiyo, M. B., & Rosy, B. (2020). Model Pembelajaran Inkuiri Sebagai Strategi Mengembangkan Kemampuan Berpikir Kritis Siswa. Jurnal Pendidikan Administrasi Perkantoran (JPAP), 9(1), 109-120. http://doi.org/10.26740/jpap.v9n1.p109-120
Rahayu, I. D., Permanasari, A., & Heliawati, L. (2022). The Effectiveness of Socioscientific Issue-Based Petroleum Materials Integrated with The Elsmawar Website on Students' Scientific Literacy. Journal of Innovation in Educational and Cultural Research, 3(2), 279–286. http://doi.org/10.46843/jiecr.v3i2.118
Ramdani, E. (2018). Model Pembelajaran Kontekstual Berbasis Kearifan Lokal sebagai Penguatan Pendidikan Karakter. JUPIIS: Jurnal Pendidikan Ilmu-Ilmu Sosial, 10(1), 1-10. http://doi.org/10.24114/jupiis.v10i1.8264
Sarwi, S., Hidayah, N., & Yulianto, A. (2019). Guided Inquiry Learning Model To Improve High School Students' Conceptual Understanding And Scientific Work Skills In Central Java. Journal of Physiscs: Conference Series, 1170(1). http://doi.org/10.1088/1742-6596/1170/1/012083
Sinaga, M., & Silaban, S. (2020). Implementasi Pembelajaran Kontekstual untuk Aktivitas dan Hasil Belajar Kimia Siswa. Gagasan Pendidikan Indonesia, 1(1), 33-40. http://doi.org/10.30870/gpi.v1i1.8051
Suyono, S. (2019). Inkuiri Terbimbing untuk Meningkatkan Keterampilan Proses Sains Siswa Sekolah Menengah Atas. Jurnal Komunikasi Pendidikan, 3(2), 86-91. http://doi.org/10.32585/jkp.v3i2.299
Wei, D., & Chen, C. Y. (1983). Goodness-of-Fit Test-Statistics on Gaussian and Exponential Reliability Data. IEEE Transactions on Reliability, 32(5), 492-495. http://doi.org/10.1109/TR.1983.5221740
Widia, Sarnita, F., Irawan, A., Syafrudin, Armansyah, Nurdiana, Hunaepi, Sapnowandi, Prayogi, S., & Asy’Ari, M. (2021). The Effectiveness Of Guided Inquiry Learning Tools Increases Students' Activities And Creative Thinking Skills. 10th International Conference on Theoretical and Applied Physics, 1816(1). http://doi.org/10.1088/1742-6596/1816/1/012102
Yunianti, A. U., Wasis, & Nur, M. (2019). The Effectiveness of Guided Inquiry Learning Model to Improve Science Process Skill on Heat Matter. In Journal of Physics: Conference Series, 1417(1). http://doi.org/10.1088/1742-6596/1417/1/012080
Author Biographies
Syafri Milanto, Pamekasan
Nadi Suprapto, Universitas Negeri Surabaya
Mohammad Budiyanto, Universitas Negeri Surabaya
License
Copyright (c) 2023 Syafri Milanto, Nadi Suprapto, Mohammad Budiyanto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
