Abstract
Scientific literacy is ability to distinguish facts, concepts, principles from various information, recognize and analyze scientific investigations, evaluate, and make interpretations of the results of evaluations to be able to make conclusions. This study was to determine the effect of scientific literacy competencies of students who study with guided inquiry learning with procedural scaffolding on student cognitive learning outcomes. This research is a quasi-experimental study using a non-equivalent control group design. Data collection was carried out by pretest and postest. Pretest is used as student's initial ability data and posttest data is used as data for different tests using ANCOVA. The results showed that the classroom with the guided inquiry inquiry assisted scaffolding learning model had an influence on the results of the scientific literacy competency test with the significance of the ANCOVA test of 0.003<0.050. The percentage of influence of the application of guided inquiry with procedural scaffolding was 16.1% in scientific literacy competencies. This shows that the scientific literacy competence of the experimental class is better than the control class.
First Page
410
Last Page
415
Recommended Citation
Izzati, Izzati and Handayanto, Supriyono Koes
(2021)
"Penerapan Pembelajarn Inquiry dengan Scaffolding Prosedural terhadap Kompetensi Literasi Saintifik Siswa Kelas X SMA pada Materi Impuls dan Momentum,"
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 6:
No.
3, Article 12.
DOI: https://doi.org/10.17977/jptpp.v6i3.14622
Available at:
https://citeus.um.ac.id/jptpp/vol6/iss3/12