Open AccessThe Influence of Inquiry-based Learning Model on Self-Efficacy and Scientific literacy of High School Students
Author(s) -
Desmia Siti Hasanah
Publication year - 2021
Publication title -
asian journal of science education
Language(s) - English
Resource type - Journals
ISSN - 2715-5641
DOI - 10.24815/ajse.v3i2.20308
Subject(s) - multivariate analysis of variance , nonprobability sampling , mathematics education , psychology , literacy , test (biology) , scientific literacy , self efficacy , research design , mathematics , pedagogy , statistics , social psychology , science education , sociology , population , demography , paleontology , biology
This study aimed to determine the effect of the inquiry-based learning model on high school students’ self-efficacy and scientific literacy. This research employed the quasi-experimental research design with a non-equivalent control group design. The purposive sampling technique determined the samples. The research data analysis was carried out quantitatively using the four-tier test to measure scientific literacy. Also, a non-test instrument was used in the form of a questionnaire to measure the level of self-efficacy. The hypothesis testing was used to determine whether the model affected students' self-efficacy and scientific literacy.The analysis result of MANOVA obtained the significant value of self-efficacy was 0.001 0, 05 and the significant value of scientific literacy was 0.000 0.05. therefore, H0 was rejected, and H1 is was accepted. Based on these results, it can be concluded that the inquiry-based learning model affected students’ self-efficacy and scientific literacy.