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UINFASBENGKULUUINFASBENGKULU

Journal Indonesian Journal of Integrated Science EducationIndonesian Journal of Integrated Science Education Abstract

In the last ten years, there have been many studies on learning models that can increase scientific literacy. One of the models studied is the Guided Inquiry learning model with varying results. So this study aims to verify how much influence the Guided Inquiry model has on students scientific literacy based on category, level of education, and based on time zones in the territory of Indonesia. This study uses a quantitative descriptive method. Data collection was taken from the last ten years (2013-2022), which was carried out in the Scopus database, Google Scholar, and ERIC (Education Resources Information Center). The number of articles that became the population in this study was 111 articles and 20 articles as samples that met the criteria of this study. The result of the Effect Size on the Guided Inquiry model on scientific literacy is 2.65 in the high category. The effect size of the Guided Inquiry model on scientific literacy based on education level from Elementary School (SD) is 2.29, at the Junior High School (SMP) level is 2.44, at the Senior High School (SMA) level is 3.13, and at university level of 1.45. Effect Size of the Guided Inquiry model on scientific literacy based on the time zone in Indonesia. In the Western Indonesian time zone, it is 3.40 and in the Central Indonesian time zone, it is 2.103. So that the Guided Inquiry model can improve students scientific literacy skills.

Conclusion

Based on the analysis of the research findings that have been carried out, it can be concluded that the influence of the Guided Inquiry model based on category has the highest average compared to the Discovery Learning and Problem-Based Learning models.Where the average Guided Inquiry Effect Size is 2.656 in the high category, the Discovery Learning model has an Effect Size of 2.109 in the high category, and Problem-Based Learning has an Effect Size of 2.This shows that the Guided Inquiry model has a positive and effective impact to be used in the process of learning activities to improve students scientific literacy skills.

Future Research

Penelitian pertama dapat difokuskan pada zona waktu timur Indonesia, dimana belum ada data, dan menilai apakah Guided Inquiry memberikan efek sebesar zona barat. Studi ini dapat melibatkan guru dan siswanya di provinsi Jawa Timur, Sulawesi Tenggara, dan Nusa Tenggara Barat. Peneliti dapat memanfaatkan rumusan hipotesis Efektivitas Guided Inquiry bersifat kontekstual tergantung pada infrastruktur pendidikan. Penelitian kedua dapat menggabungkan model Guided Inquiry dengan pembelajaran blended, dengan menambahkan komponen digital seperti simulasi laboratorium online. Tujuan utama adalah menilai apakah integrasi teknologi memperkuat pemahaman konsep sains dibandingkan pelaksanaan tradisional. Peneliti dapat melakukan eksperimen acak kontrol dengan kelompok tular dan kelompok kontrol. Penelitian ketiga bertujuan memahami persepsi guru melalui wawancara mendalam dan focus group discussion. Fokusnya adalah hambatan metodologis, ketidakpastian hasil, dan kebutuhan pelatihan profesi. Hasil temuan dapat digunakan untuk merancang program pembangunan guru yang lebih responsif. Keseluruhan studi akan memberikan panduan praktis bagi pembuat kebijakan pendidikan nasional.

References

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3. Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Literasi Sains Siswa di SMP Negeri... Doi.Org/10.29303/Jpft.V6i1.1549Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Literasi Sains Siswa di SMP Negeri Doi Org 10 29303 Jpft V6i1 1549
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