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All Journal UNESA Journal of Chemical Education
Salsabila, Rosyada
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Chemistry Computer Science & IT Education Other

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IMPACT OF PROCESS-ORIENTED GUIDED INQUIRY LEARNING (POGIL)WITH THE CONTEXTUAL TEACHING AND LEARNING (CTL) BASED APPROACH IN IMPROVING STUDENTS' SCIENCE LITERACY ON BUFFER SOLUTION MATERIAL Salsabila, Rosyada; Sulistina, Oktavia; Setyowati, Istri
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p220-226

Abstract

This study aims to investigate the effect of Process-Oriented Guided Inquiry Learning (POGIL) combined with the Contextual Teaching and Learning (CTL) approach on improving students' scientific literacy in the context of buffer solution material. The research was conducted using Classroom Action Research (CAR) involving 32 eleventh-grade students from SMA Laboratorium UM Malang. Scientific literacy was assessed through post-tests at the end of each cycle using PISA-based instruments, along with observation sheets, interview guides, and reflection journals. Each test cycle included five items measuring three literacy aspects: explaining scientific phenomena, interpreting scientific data, and evaluating and designing scientific investigations. The results showed that the average scientific literacy score increased from 65.94% in Cycle 1 to 84.17% in Cycle 2. The greatest improvement occurred in the aspect of evaluating and designing investigations, with an increase of 29.37 points. Additionally, the implementation level of the POGIL-CTL model rose from 83.5% to 91%, indicating enhanced instructional effectiveness. These findings demonstrate that CTL-based POGIL learning can improve students' scientific literacy, particularly in applying scientific processes and contextual understanding.
Co-Authors Oktavia Sulistina Setyowati, Istri