<![CDATA[This study aimed to examine the effect of a guided inquiry strategy based on socioscientific issues on students’ chemical literacy in chemical bonding. The research employed a quantitative approach with a quasi-experimental design in the form of a non-equivalent control group design. The participants consisted of 52 eleventh-grade students divided into an experimental class and a control class, with 26 students in each group. The research instrument was a chemical literacy test consisting of 15 essay items, validated by one Chemistry Education lecturer and one senior high school chemistry teacher. The results of Aiken’s V analysis showed a range of 0.93–1.00 with an average of 0.96 (very valid category), and a reliability coefficient of 0.722 with a significance value of 0.011 (p < 0.05), indicating high reliability. The data were analyzed using paired sample t-tests and an independent sample t-test at a significance level of 0.05. The paired sample t-test results indicated a significant improvement in the experimental class (t(25) = −13.623; p < 0.001) and the control class (t(25) = −8.362; p < 0.001). The independent sample t-test showed a significant difference between the two classes (t(50) = 7.351; p < 0.001) with a mean difference of 8.077. Thus, the guided inquiry strategy based on socioscientific issues significantly affects students’ chemical literacy.]]>
Copyrights © 2026
