The Influence of Guided Inquiry Learning in the Context of Socio-Scientific Issues (SSI) on Students' Chemistry Literacy and Environmental Awareness on Reaction Rate Material

Authors

Muhammad Hisyam , Sri Handayani

DOI:

10.29303/jppipa.v10i8.7369

Published:

2024-08-25

Issue:

Vol. 10 No. 8 (2024): August

Keywords:

Chemistry Literacy, Environmental Awareness, Guided Inquiry, Reaction Rate, Socio-scientific Issues

Research Articles

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How to Cite

Hisyam, M., & Handayani, S. (2024). The Influence of Guided Inquiry Learning in the Context of Socio-Scientific Issues (SSI) on Students’ Chemistry Literacy and Environmental Awareness on Reaction Rate Material. Jurnal Penelitian Pendidikan IPA, 10(8), 5877–5884. https://doi.org/10.29303/jppipa.v10i8.7369

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Abstract

This research aims to determine the influence of guided inquiry learning contextualized with SSI on students' chemistry literacy and environmental awareness. This research is a quasi-experimental research with a non-equivalent (pre-test and post-test) control-group design. This research was conducted at SMA N 111 Jakarta and SMA N 41 Jakarta. The research sample consisted of 132 eleventh-grade students. The sampling technique used was cluster random sampling. The instruments used in this study consisted of a chemistry literacy test and an environmental awareness questionnaire. The data analysis technique used is multivariate statistics, specifically employing the MANOVA test. The research findings indicate that there are significant differences in students' chemical literacy and environmental awareness when implementing the guided inquiry learning contextualized with SSI. Overall, the impact of guided inquiry learning contextualized with SSI provides an effective contribution of 24.4% to students' chemical literacy and environmental awareness.

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Author Biographies

Muhammad Hisyam, Yogyakarta State University

Sri Handayani, Yogyakarta State University

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