Penerapan model inkuiri terbimbing berbantuan e-book pada materi zat aditif untuk meningkatkan kemampuan literasi kimia

Fadila, Muti Sabila (2025) Penerapan model inkuiri terbimbing berbantuan e-book pada materi zat aditif untuk meningkatkan kemampuan literasi kimia. JagoMIPA: Jurnal Pendidikan Matematika dan IPA, 5 (3). pp. 795-809. ISSN 2797-6467

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Abstract

INDONESIA: Penelitian ini bertujuan untuk mendeskripsikan bagaimana proses selama pembelajaran berlangsung serta bagaimana peningkatan kemampuan literasi kimia setelah penerapan model inkuiri terbimbing berbantuan e-book pada materi zat aditif. Metode yang digunakan yaitu metode pre-experiment dengan desain one group pretest-posttest yang ditujukan kepada mahasiswa Pendidikan Kimia yang mengikuti mata kuliah pilihan Kimia Adiktif dan Aditif. Instrumen yang digunakan berupa lembar observasi aktivitas mahasiswa,lembar kerja, dan soal pretest-posttest. Analisis data menggunakan metode deskripstif dan inferensial melalui uji normalitas, uji hipotesis, dan uji n-gain. Hasil penelitian menunjukkan aktivitas selama proses pembelajaran dengan model inkuiri terbimbing yang meliputi tahap orientasi, merumuskan masalah, merumuskan hipotesis, mengumpulkan data, menguji hipotesis, dan merumuskan kesimpulan menunjukkan nilai rata-rata 88 dengan interpretasi sangat baik. Uji hipotesis menunjukkan terjadi peningkatan kemampuan literasi kimia. Hasil tersebut didukung oleh hasil uji n-gain yang menunjukkan nilai sebesar 0,65 pada aspek konten dan proses dengan interpretasi sedang, pada aspek konteks nilai n-gain sebesar 0,88 dengan interpretasi tinggi, serta pada aspek sikap nilai n-gain sebesar 0,91 dengan interpretasi tinggi. Berdasarkan hasil tersebut, menunjukkan nilai rata-rata n-gain sebesar 0,77 dengan interpretasi tinggi diperkuat oleh nilai persen n-gain sebesar 77,24% sehingga dapat disimpulkan bahwa penerapan model pembelajaran serta media yang digunakan terbukti efektif. ENGLISH: This study aims to describe the learning process and how chemical literacy skills improve after applying the guided inquiry model, assisted by e-books on additive materials. The method used is the pre-experiment method with a one-group pretest-posttest design. The object of the study was aimed at Chemistry Education students who took the elective course Addictive and Additive Chemistry. The instruments used were student activity observation sheets, worksheets, and pre- and post-test questions. The data analysis stage uses descriptive and inferential methods in the form of normality tests, hypothesis tests, and n-gain tests. The results of the study showed that activities during the learning process with the guided inquiry model, which included the orientation stage, formulating problems, formulating hypotheses, collecting data, testing hypotheses, and formulating conclusions, showed an average value of 88 with a very good interpretation. Hypothesis testing revealed an increase in chemical literacy skills. These results are supported by the results of the n-gain test which showed a value of 0.65 in the content and process aspects with moderate interpretation, in the context aspect the n-gain value was 0.88 with high interpretation, and in the attitude aspect, the n-gain value was 0.91 with high interpretation. Based on these results, it shows an average n-gain value of 0.77 with a high interpretation reinforced by the n-gain percentage value of 77.24% so that it can be concluded that the application of the learning model and the media used has proven to be effective.

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