The Effect of Guided Inquiry Learning Model on Science Literacy and the scientific attitude of students. Tria kurniawati (a*), Dr. Tomi hidayat, M. Pd (b)
1.Students of the Postgraduate Masters Program in Biology Education, University of Muhammadiyah Bengkulu,
2.Lecturer of the Postgraduate Masters Program in Biology Education, University of Muhammadiyah Bengkulu,
Abstract
This study aims to determine the effect of the Guided Inquiry learning model on scientific literacy and scientific attitudes of students at SMAN 3 Rejang Lebong. This type of research is quasi-experimental research (Quasi experiment). With the research design in the form of Randomized Control Group Pretest-Posstest Design. The research sample was divided into 2 classes, namely the experimental class and the control class. The data analysis technique used to test the hypotheses in this study uses the t-test. The process of collecting data that researchers do using test instruments, questionnaires. The results showed that there was an influence of students^ scientific literacy skills and scientific attitudes on Plantae material between Guided Inquiry learning models and Conventional learning. The Literacy Ability of the experimental class students is higher than the Control class, the average value of the Literacy Ability of science in the experimental class is 76.6 while in the control class is 62.6. After that the t-test is done, the p-value statistic is 0,000, less than 0.05. So Ho is rejected and H1 is accepted so that the use of guided inquiry learning model in the experimental class significantly influences the students^ scientific literacy than conventional learning, the scientific attitude of the experimental class students is higher than the control class, the average value of the scientific attitude of the experimental class students by using the guided inquiry learning model is 64.2 while in the control class is 62.7. After the t-test, the statistical p-value of 0.043 obtained is smaller than 0.05. So Ho is rejected and H1 is accepted so that it can be concluded that the use of the Guided Inquiry learning model in the experimental class significantly influences students^ scientific attitudes rather than conventional learning.
