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• W2903911487 abstract "The development of science and technology could increase the quality of human life. The development, however, increase some problems regarding moral and ethics. Therefore, students need to be equipped with knowledge and deep understanding, critical and creative thinking skills in responding the problems. This can be achieved when students have adequate scientific literacy. Students’s attitude toward chemistry as part of scientific literacy is important learning goal, but it is rarely assessed. Students’s attitude toward chemistry will give contributions in students to respond problems around them. It is unfortunate if students have adequate knowledge but have no awareness and response for the problem. Chemistry topics, they are buffer solution and solubility were chosen because these could explain phenomena in detail into microscopic aspect. This study aims to see student’s attitude toward chemistry as part of scientific literacy after learning by coupled inquiry (CI) and guided inquiry (GI) instruction and the differences of student’s attitude toward chemistry between the two classes. This research used a quasi-experiment, pretest-posttest control group design. Population was students in the 11th grade of science class in Senior High School. The research sample was two classes of students in 11th grade of science-class. Research result indicated that: (1) there was an increase in student’s attitude toward chemistry in low category of students that learnt by CI instruction, (2) there was an increase in student’s attitude toward chemistry in moderate category of students that had been taught by GI instruction, and (3) there were increasing differences of student’s attitude toward chemistry among student that had been taught by CI instruction with students that learnt by GI instruction. Based on the results of statistic test, it can be interpreted that GI instruction is more effective than CI instruction." @default.
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• W2903911487 date "2018-01-01" @default.
• W2903911487 modified "2023-10-13" @default.
• W2903911487 title "How guided inquiry and coupled inquiry influence students attitude toward chemistry in buffer solution and solubility topics" @default.
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• W2903911487 doi "https://doi.org/10.1063/1.5082442" @default.
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