The Effect of Using a Guided Discovery Learning-Based Fundamental Chemical Laws Module on Students’ Chemical Literacy Skills

Yerimadesi Yerimadesi, Joseph Rezeki Hulu, Minda Azhar, Fauzana Gazali, Hanifah Zahra Arsa

Abstract

Indonesian students’ chemical literacy skills remain relatively low, due to limited instructional materials fostering students’ active learning engagement. This research aims to analyze the effectiveness of a guided discovery learning (GDL)-based module on fundamental chemical laws on students’ chemical literacy skills in Phase E at a senior high school (SMA-X) in Padang. This research is a quasi-experimental study with a nonequivalent control group design. The study involved 72 students, comprising 36 students in the experimental class and 36 students in the control class. The instrument was a modified chemical literacy test comprising eight essay questions, with validity and reliability assessed using the Ministep application with the Rasch Model approach. The data were analyzed using the N-Gain test, normality test, homogeneity test, hypothesis testing, and effect size analysis. The results showed that the N-Gain score for the experimental class (0.67) was higher than that of the control class (0.42). The normality test results indicated that the data were normally distributed, and the homogeneity of variance test showed that the data were homogeneous. The hypothesis test, conducted using Analysis of Covariance (ANCOVA) with a group significance level of 0.000 < 0.05, revealed a significant difference between the chemical literacy abilities of the experimental class and the control class. The module had a high (large) effect on improving students’ chemical literacy skills, with an effect size (partial eta-squared) of 0.339. Thus, the GDL-based module on the fundamental chemical laws was significantly more effective in improving the chemical literacy skills of students in Phase E.

Keywords

Chemical Literacy; Effectiveness; Fundamental Chemical Laws; Guided Discovery Learning; Module

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References

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DOI: https://doi.org/10.20961/paedagogia.v29i3.127561

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