The effectiveness of guided discovery with contextual approach learning model for increasing students scientific literacy in (the topic of) reaction rate

The research aimed to understand the effectiveness of the ‘guided discovery’ learning model with a contextual approach in the chemistry concept of reaction rate on the scientific literacy of the students. This research was a quasi-experimental model of the type of pretest-post-test control group design, held in one of the state senior high schools in Malang. The sample was taken using cluster random sampling technique, in which the students in the experimental class were treated using ‘guided discovery’ learning model with a contextual approach whilst the students in the control class were treated using ‘direct instruction’ learning model, also with a contextual approach. To test the research hypothesis independent sample t-test procedure was used. The result shows that there was a significant difference in students’ scientific literacy skills, between groups of students with a significant value of 0.000 (sig < 0.05). The use of the ‘guided discovery’ learning model with a contextual approach was effective in increasing the student’s scientific literacy (the average gain score was 0.6, which is as high). Meanwhile, the average gain score for the students in the second group in scientific literacy was 0.4, which is classified as moderate. Hence, we can say that ‘guided discovery’ learning model with a contextual approach is effective to be implemented in other chemistry concepts.