Science literacy and cognitive learning outcomes in the implementation of guided inquiry learning model

• Published in: AIP conference proceedings Vol. 2569; no. 1
• Main Authors: Mufida, Nanda Choirun Nisa Zahrotul, Ibrohim, Ibrohim, Gofur, Abdul
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 10.01.2023
• Subjects: Educational objectives; Inquiry method; Learning; Literacy; Students
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0112989

The aim of this research is: (1) to improve science literacy and cognitive learning outcomes in the application of guided inquiry learning models; (2) to know the correlations between these variables in SMA Laboratorium UM. This type of research is Class Action Research based on Lesson Study. The subjects of this study are 34 students of class 11th MIPA 3 SMA Laboratorium UM. The analysis method using descriptive and continued with multiple correlations. Data science literacy and cognitive learning outcomes were obtained through essay tests which were analyzed using a scoring rubric that contains indicators of each skill. The results showed that there was an increase in scientific literacy from 0.57 in.the first cycle to 0.71 in.the second cycle and cognitive learning outcomes from 0.54 in.the first cycle to 0.72 in.the second cycle. There was a relationship between scientific literacy and cognitive learning outcomes in the guided inquiry learning model. Science literacy contributes to cognitive learning outcomes by 42.9%. Concerning these results, it can be concluded that the application of inquiry learning models can improve students' scientific literacy and cognitive learning outcomes and there is a correlation between scientific literacy and cognitive learning outcomes.