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Generally, a teacher training is still ineffective and has many weaknesses in its implementation. The main objective of a teacher training is to improve teachers’ abilities and skills in teaching, so as to prepare students for competition in the millennial century. In chemistry learning teachers must be able to stimulate all initiatives, creativity and scientific attitudes through guided inquiry-based laboratory activities. The purpose of this study was to measure the effectiveness of a teacher training in improving the ability to develop guided inquiry lab worksheets to achieve students' understanding and literacy. The training involved 26 chemistry teachers who teach in Karawang West Java. The method applied in this study was multi-method, both quantitative and qualitative with multi-design. The results indicate that the teacher's response to training materials and training methods is very strong based on the results of the pretest and post-test. Increased ability of teachers in inquiry is classified as medium category. In general, the teacher's response to the training showed a very positive response especially to the topic of practical evaluation. Some teachers demonstrated their ability to design guided inquiry-based lab worksheets mainly related to contextual phenomena, including the effect of vinegar acid concentration on baking soda decomposition reactions, and the effect of fertilizer concentrations on grain sprout growth. Keywords— guided inquiry; LKS; rate Of reaction; scaffolding; scientific literacy; training.

Teacher Training Scaffolding Type to Improve Teacherrs Ability in Developing Guided Inquiry Practical Worksheet