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All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme
Sakina, Balik Sholikhatus
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Education

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The Influence of Guided Inquiry Worksheets on Science Literacy and Learning Outcomes in Fourth-Grade Students Sakina, Balik Sholikhatus; Ekawati, Ratna; Dasna, I Wayan
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 6 No 3 (2024): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i3.6376

Abstract

This study aims to test the effectiveness of the use of Guided Inquiry-Based Student Worksheets (LKPD) in improving science literacy and science learning outcomes of grade 4 students on the topic of changes in the state of matter. A quantitative research approach was applied using a quasi-experimental design with a non-equivalent control group. Data collection techniques in this research used written tests, student scientific literacy questionnaires, observation, interviews, and data analysis. The population is 43 students in class 4 of SDN in two schools in one cluster, namely UPT SD Negeri Jeblog and UPT SD Negeri Kaweron 2. Statistical analysis included Two-Way Anova to evaluate differences between groups. The two-way ANOVA results showed significant differences in scientific literacy and learning outcomes between the experimental group (guided inquiry) and the control group (conventional method). The experimental group showed a greater increase in scientific literacy (average N-Gain = 33.28%) than the control group (average N-Gain = 23.45%). Learning outcomes also increased more significantly in the experimental group (average N-Gain = 20.69%) compared to the control group (average N-Gain = 11.23%), with a sig. 0.042 < 0.05. Hypothesis testing shows significant differences in scientific literacy and learning outcomes based on initial abilities and learning methods (sig. 0.000 < 0.05). The use of guided inquiry-based LKPD significantly improves scientific literacy and student learning outcomes, and is recommended for encouraging critical thinking and active participation in basic science education.
The Influence of Guided Inquiry Worksheets on Science Literacy and Learning Outcomes in Fourth-Grade Students Sakina, Balik Sholikhatus; Ekawati, Ratna; Dasna, I Wayan
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 6 No. 3 (2024): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v6i3.6376

Abstract

This study aims to test the effectiveness of the use of Guided Inquiry-Based Student Worksheets (LKPD) in improving science literacy and science learning outcomes of grade 4 students on the topic of changes in the state of matter. A quantitative research approach was applied using a quasi-experimental design with a non-equivalent control group. Data collection techniques in this research used written tests, student scientific literacy questionnaires, observation, interviews, and data analysis. The population is 43 students in class 4 of SDN in two schools in one cluster, namely UPT SD Negeri Jeblog and UPT SD Negeri Kaweron 2. Statistical analysis included Two-Way Anova to evaluate differences between groups. The two-way ANOVA results showed significant differences in scientific literacy and learning outcomes between the experimental group (guided inquiry) and the control group (conventional method). The experimental group showed a greater increase in scientific literacy (average N-Gain = 33.28%) than the control group (average N-Gain = 23.45%). Learning outcomes also increased more significantly in the experimental group (average N-Gain = 20.69%) compared to the control group (average N-Gain = 11.23%), with a sig. 0.042 < 0.05. Hypothesis testing shows significant differences in scientific literacy and learning outcomes based on initial abilities and learning methods (sig. 0.000 < 0.05). The use of guided inquiry-based LKPD significantly improves scientific literacy and student learning outcomes, and is recommended for encouraging critical thinking and active participation in basic science education.
Co-Authors I Wayan Dasna Ratna Ekawati