The effectiveness of guided inquiry learning based on contextual to improve chemistry literacy ability of senior high school students

Abstract

This research aims to determine the effectiveness guided inquiry learning based of contextual to improve chemistry literacy ability of students. This is an experimental research with pretest-posttest control group design and cluster random sampling as sampling techniques. The samples of this research are two different classes of X MIPA. The ability of chemistry literacy is tested using chemistry literacy test and questionnaire. Data analysis uses T-test, N-gain, classical learning pass, and questionnaire data descriptive analysis. The result of this research provided average score of posttest of chemistry students literacy of experiment group 72.86 and 63.42 for control group. Classical learning pass of experiment group is 78.57% and control group is 38.71%. N-gain analysis result provided the ability of chemistry literacy in every aspect of experiment group is better than control group. T-test result are t_count 3.66 and is bigger than t_table 2.00, it means that the ability of chemistry literacy of students in experiment group is better than the one in control group. Questionnaire analysis result provided around 68% in good category. Based on research results, it can be concluded that by using guided inquiry learning based of contextual, students’ chemistry literacy ability is improved significantly.