IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL ON REACTION RATE MATERIALS TO IMPROVE SCIENTIFIC LITERACY OF VOCATIONAL STUDENT

Penelitian ini memiliki tujuan yaitu mendeskripsikan tentang pelaksanaan pembelajaran, kegiatan siswa, kemampuan siswa dalam literasi sains, hasil belajar siswa mengenai perlakuan pembelajaran dengan inkuiri terbimbing pada materi laju reaksi. Rancangan penelitian ini ialah One Group Pretest-Posttest Design. Penelitian ini menggunakan sasaran 25 siswa di kelas XI penjurusan Kimia Analis di salah satu Sekolah Menengah Kejuruan (SMK) Negeri di Pasuruan, Jawa Timur, Indonesia. Pengumpulan data penelitian dilakukan dengan pengamatan, tes dan kuesioner. Hasil penelitian menyatakan bahwa  (1) Pembelajaran terlaksana dengan nilai rata-rata 96,7% maka tergolong pada kategori sangat baik. (2) Kegiatan siswa yang sesuai yaitu diperoleh angka 92,2% dan 95 % kategori sangat baik. (3) Hasil belajar siswa 100% telah tuntas memenuhi standart KKM. (4) Hasil kemampuan literasi sains siswa menunjukkan peningkatan pada kategori sedang sebesar 16% dan kategori tinggi 84% dengan rata rata skor N-Gain 0,7 termasuk kategori tinggi (5) Siswa merespon baik terhadap model pembelajaran inkuiri terbimbing dalam meningkatkan kemampuan literasi. 

Kata Kunci: Inkuiri Terbimbing, Literasi Sains, Laju Reaksi.

This research aims to describe the implementation of learning, student activities, students' scientific literacy skills, and student learning outcomes regarding guided inquiry learning on reaction rate material. The research design is a One Group Pretest-Posttest Design. The study involves 25 students in the 11th grade specializing in Analytical Chemistry at a State Vocational School (SMK) in Pasuruan, East Java, Indonesia. Data collection is done through observation, tests, and questionnaires. The research findings indicate that (1) the learning process was implemented with an average score of 96.7%, classified as an excellent category. (2) Student activities were deemed appropriate, with a percentage of 92.2% and 95% falling into the excellent category. (3) 100% of students achieved learning outcomes that met the minimum competency standards (KKM). (4) The results of students' scientific literacy skills showed an improvement, with 16% in the moderate category and 84% in the high category, with an average N-Gain score of 0.7, classified as high. (5) Students responded positively to the guided inquiry learning model in enhancing literacy skills.

Keywords: Guided inquiry, Scientific literacy, Reaction rate