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: In Press

Keywords:

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

Research Articles

Downloads

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
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

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.

References

Adriyanto, Y. N., Martono, D. N., Soesilo, T. E. B., & Nadiroh. (2021). Environmental awareness at senior high school in Jakarta. IOP Conference Series: Earth and Environmental Science, 716(1). https://doi.org/10.1088/1755-1315/716/1/012046

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (3th ed.). United State of America: Pearson Education, Inc.

Dewi, C. A., Khery, Y., & Erna, M. (2019). An ethnoscience study in chemistry learning to develop scientific literacy. Jurnal Pendidikan IPA Indonesia, 8(2), 279–287. https://doi.org/10.15294/jpii.v8i2.19261

Eny, H. A., & Wiyarsi, A. (2019). Students’ Chemical Literacy on Context-Based Learning: A Case of Equilibrium Topic. Journal of Physics: Conference Series, 1397(1). https://doi.org/10.1088/1742-6596/1397/1/012035

Fadly, D., Rahayu, S., Dasna, I. W., & Yahmin, Y. (2022). The Effectiveness of a SOIE Strategy Using Socio-scientific Issues on Students Chemical Literacy. International Journal of Instruction, 15(1), 237–258. https://doi.org/10.29333/iji.2022.15114a

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 https://lib.unnes.ac.id/37616/

Hadzigeorgiou, Y., & Skoumios, M. (2013). The development of environmental awareness through school science: Problems and possibilities. International Journal of Environmental and Science Education, 8(3), 405–426. https://doi.org/10.12973/ijese.2013.212a

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis (7th ed.). Upper Saddle River: Prentice Hall.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Hanifha, S., Erna, M., Noer, A. M., & Talib, C. A. (2023). Socioscientific Issue-Based Undergraduate Student Worksheets on Scientific Literacy and Environmental Awareness. Jurnal Pendidikan IPA Indonesia, 12(4), 504–513. https://doi.org/10.15294/jpii.v12i4.45817

Kaltakci, D., & Oktay, O. (2011). A guided-inquiry laboratory experiment to reveal students’ comprehension of friction concept: A qualitative study. Balkan Phys. Letters, 19, 180–190.

Khairi, M. A., & Ikhsan, J. (2022). Development of Guided Inquiry-Based Electronic Modules and Its Effects on Students’ Chemical Literacy. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 7(2), 181. https://doi.org/10.20961/jkpk.v7i2.62319

Khoiri, A., Sunarno, W., Sajidan, S., & Sukarmin, S. (2021). Analysing students’ environmental awareness profile using strategic environmental assessment. F1000Research, 10, 1–27. https://doi.org/10.12688/f1000research.51523.2

Kousar, S., Afzal, M., Ahmed, F., & Bojnec, Š. (2022). Environmental Awareness and Air Quality: The Mediating Role of Environmental Protective Behaviors. Sustainability (Switzerland), 14(6), 1–20. https://doi.org/10.3390/su14063138

Muhlisin, M., Rosiana, I., Rahayuningsih, Y., & Suharyana, Y. (2019). The Efforts to Improve Environmental Behavior and Critical Thinking of Students through Guided Inquiry-Based Learning on Environmental Education-Based Science. Jurnal Penelitian Dan Pembelajaran IPA, 5(2), 202. https://doi.org/10.30870/jppi.v5i2.4861

Nada, E. I., & Sari, W. K. (2021). Analysis of UoS contextual chemical literacy ability of chemistry pre-service teacher on reaction rate topic. IOP Conference Series: Earth and Environmental Science, 1796(1). https://doi.org/10.1088/1742-6596/1796/1/012114

Naezak, N. A., Savitri, E. N., & Fibriana, F. (2021). Simple Terrarium Teaching Aid for Guided Inquiry Learning Model: The Development of Learning Instruments to Students’ Concept Understanding in Global Warming and Environmental Awareness. Journal of Innovation in Educational and Cultural Research, 2(2), 51–59. https://doi.org/10.46843/jiecr.v2i2.37

Nida, S., Rahayu, S., & Eilks, I. (2020). A survey of Indonesian science teachers’ experience and perceptions toward socio-scientific issues-based science education. Education Sciences, 10(2). https://doi.org/10.3390/educsci10020039

OECD. (2016). Programme for International Student Assessment (PISA) Result From PISA 2015. Organisation for Economic Co-operation and Development. Retrieved from http://www.oecd.org/pisa/PISA-2015-Indonesia.pdf

OECD. (2019). Programme for International Student Assessment (PISA) Result From PISA 2018. Organisation for Economic Co-operation and Development. Retrieved from https://www.oecd.org/pisa/publications/PISA2018_CN_IDN.pdf

Pituch, K. A., & Stevens, J. P. (2016). Applied Multivariate Statistics For The Social Science (6th ed.). New York: Routledge.

Qamariyah, S. N., Rahayu, S., Fajaroh, F., & Alsulami, N. M. (2021). The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students’ Higher-Order Thinking Skills. Journal of Science Learning, 4(3), 210–218. https://doi.org/10.17509/jsl.v4i3.30863

Qureshi, S., Vishnumolakala, V. R., Southam, D. C., & Treagust, D. F. (2017). Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study. International Journal of Science and Mathematics Education, 15(6), 1017–1038. https://doi.org/10.1007/s10763-016-9735-9

Rahayu, S. (2017). Promoting the 21st century scientific literacy skills through innovative chemistry instruction. AIP Conference Proceedings, 1911. https://doi.org/10.1063/1.5016018

Rahayu, S., Astarina, A. D., Setyaningsih, A., & Noor Fathi, M. (2018). High school students’ attitudes about socioscientific issues contextualized in inquiry-based chemistry instruction. ACM International Conference Proceeding Series, September 2019, 80–84. https://doi.org/10.1145/3206129.3239436

Redhana, I. W., Sudria, I. B. N., Suardana, I. N., Suja, I. W., & Handayani, N. K. N. (2018). Identification of chemistry teaching problems of a prospective teacher: A case study on chemistry teaching. Journal of Physics: Conference Series, 1040(1). https://doi.org/10.1088/1742-6596/1040/1/012022

Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–147. https://doi.org/10.1016/j.edurev.2010.12.001

Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463–1488. https://doi.org/10.1080/09500690600708717

Sadler, T. D., & Zeidler, D. L. (2004). The Morality of Socioscientific Issues: Construal and Resolution of Genetic Engineering Dilemmas. Science Education, 88(1), 4–27. https://doi.org/10.1002/sce.10101

Salsabila, E. R., Wijaya, A. F. C., & Winarno, N. (2019). Improving Students’ Sustainability Awareness through Argument-driven Inquiry. Journal of Science Learning, 2(2), 58. https://doi.org/10.17509/jsl.v2i2.13104

Sari, R. M., & Wiyarsi, A. (2021). Inquiry Learning Using Local Socio-Scientific Issues as Context to Improve Students’ Chemical Literacy. Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), 528, 201–208. https://doi.org/10.2991/assehr.k.210305.031

Sholahuddin, A., Sholihah, A., Mahdian, & Susilowati, E. (2020). Can the guided inquiry with environment learning resources increase conceptual understanding and scientific literacy? Journal of Physics: Conference Series, 1422(1). https://doi.org/10.1088/1742-6596/1422/1/012038

Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006a). Chemical literacy: What does this mean to scientists and school teachers? Journal of Chemical Education, 83(10), 1557–1561. https://doi.org/10.1021/ed083p1557

Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006b). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203–225. https://doi.org/10.1039/B6RP90011A

Stevens, J. P. (2009). Applied Multivariate Statistics for The Social Sciences (5th ed.). United States of America: Taylor & Francis Group, LLC.

Sulistina, O., Rahayu, S., Dasna, I. W., & Yahmin. (2021). The Influence of Guided Inquiry-Based Learning Using Socio-Scientific Issues on Environmental Awareness of Pre-service Chemistry Teachers. Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), 528, 246–252. https://doi.org/10.2991/assehr.k.210305.036

Susilawati, Aznam, N., Paidi, & Irwanto, I. (2021). Socio-scientific issues as a vehicle to promote soft skills and environmental awareness. European Journal of Educational Research, 10(1), 161–174. https://doi.org/10.12973/EU-JER.10.1.161

Tantu, Y. R. P. (2018). Penerapan Pembelajaran Kontekstual Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas Xi Pada Pelajaran Kimia Di Uph College [the Implementation of Contextual Teaching and Learning To Increase Critical Thinking of Grade 11 Students Studying Chemistr. Polyglot: Jurnal Ilmiah, 14(2), 209. https://doi.org/10.19166/pji.v14i2.1051

Wardani, S., & Anggraeni, A. Y. (2020). The effectiveness of guided inquiry learning based on contextual to improve chemistry literacy ability of senior high school students. Journal of Physics: Conference Series, 1567(2). https://doi.org/10.1088/1742-6596/1567/2/022041

Wiyarsi, A., Prodjosantoso, A. K., & Nugraheni, A. R. E. (2021). Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning. Frontiers in Education, 6, 1–12. https://doi.org/10.3389/feduc.2021.660495

Wulandari, J. M., Sunyono, & Diawati, C. (2018). Pengaruh Isu Sosiosaintifik Meningkatkan Literasi Kimia dan Motivasi Belajar Materi Larutan Elektrolit dan Non-Elektrolit. Pros. Semnas Pendidikan IPA Pascasarjana UM Malang: Pascasarjana Universitas Negeri Malang, 1(1), 1–13. Retrieved from http://repository.lppm.unila.ac.id/10491/

Yustin, D. L., & Wiyarsi, A. (2019). Students’ chemical literacy: A study in chemical bonding. Journal of Physics: Conference Series, 1397(1). https://doi.org/10.1088/1742-6596/1397/1/012036

Zeidler, D. L., Herman, B. C., & Sadler, T. D. (2019). New directions in socioscientific issues research. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–9. https://doi.org/10.1186/s43031-019-0008-7

Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49–58. https://doi.org/10.1007/bf03173684

Zhang, L., & Cobern, W. W. (2021). Confusions on “Guidance” in Inquiry-Based Science Teaching: a Response to Aditomo and Klieme (2020). Canadian Journal of Science, Mathematics and Technology Education, 21(1), 207–212. https://doi.org/10.1007/s42330-020-00116-4

Author Biographies

Muhammad Hisyam, Yogyakarta State University

Sri Handayani, Yogyakarta State University

License

Copyright (c) 2024 Muhammad Hisyam, Sri Handayani

Creative Commons License

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:

  1. 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.
  2. 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.
  3. 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).