<![CDATA[This study aims to determine whether there is an improvement in students' scientific literacy through the implementation of inquiry-based learning. The research employs a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The subjects of this study were 38 students from classes 5A and 5B. The sampling technique used was purposive sampling, where class 5A served as the experimental group and class 5B as the control group. The instrument used was a multiple-choice test consisting of 20 questions. The study results show that the average score of the experimental group on the pretest was 58.15 and on the posttest was 66.05. Meanwhile, the control group scored an average of 56.31 on the pretest and 56.05 on the posttest. Hypothesis testing was conducted using a t-test, yielding a significance value of 0.04, which is smaller than α = 0.05 (sign. < 0.05). Statistically, this condition rejects H0 and accepts H1, indicating a significant difference in the improvement of scientific literacy between the two groups. Based on these findings, it can be concluded that the implementation of inquiry-based learning effectively enhances students' scientific literacy. This method has proven to yield better results compared to conventional teaching approaches, making it a relevant alternative teaching strategy in today's era.]]>
Copyrights © 2025
