Effect of the Guided Inquiry Learning Model on Students' Scientific Literacy Skills in Ecology Material

Abstract

The low scientific literacy skills of students in Indonesia, as reflected in the results of the Programme for International Student Assessment (PISA), indicate the need for the implementation of learning models that are able to develop students' scientific thinking skills. This study aims to determine the effect of the guided inquiry learning model on students' scientific literacy skills in ecology material. This study uses a quantitative approach with a quasi-experimental design using a Nonequivalent Control Group Design. The research sample consisted of two classes: the experimental class, which implemented the guided inquiry learning model, and the control class, which used the direct learning model. The research instrument was a scientific literacy test consisting of validated multiple-choice questions. Data analysis was carried out using normality and homogeneity tests, N-gain calculations to assess increases in scientific literacy skills, and independent-samples t-tests to test the research hypothesis. The results showed that the average pretest scores for the experimental and control classes were 37.92 and 38.02, respectively, indicating that the two classes' initial abilities were relatively similar. After treatment, the average posttest score for the experimental class increased to 77.60, while the control class's score reached 65.10. The independent sample t-test results showed a significance value of 0.000 (<0.05), thus accepting the alternative hypothesis. Based on the study's results, the guided inquiry learning model significantly improved students' scientific literacy in ecology. This finding suggests that the implementation of the guided inquiry learning model can be an effective alternative in improving students' scientific literacy skills through learning activities centered on investigation, problem-solving, and active student involvement in the scientific process.