HKI. Pembinaan dan Keberkesanan Modul Berasaskan Inkuiri dalam meningkatkan Literasi Sains Guru Praperkhidmatan

This study was conducted to develop inquiry-based modules (MBI) and determine the effectiveness of MBI in enhancing pre-service teachers’ scientific literacy (science concept knowledge, science process skill and scientific attitude). This study involved the development of two modules, namely open-ended inquiry module and guided inquiry module. This was a quasi experimental study with non equivalent control group design involving 204 pre-service science teachers from Faculty of Tarbiyah and Education, Islamic University State of Ar-Raniry Banda Aceh, Indonesia. Some 68 pre-service science teachers participated in the open-ended inquiry group, 67 pre-service science teachers participated in the guided inquiry group and 69 pre-service science teachers participated in the control group. Instruments in this study were concept knowledge test, science process skills test, and scientific attitude questionnaire. The concept knowledge test was developed based on cognitive level of Bloom’s Taxonomy. The science process skills test was developed based on six sub skills and the scientific attitude also was developed based on six sub attitudes. The data was analyzed using descriptive and inferential statistics. Inferential statistics analyses involved are t-test, One-Way ANOVA, Two-Way ANOVA, MANOVA and MANOVA factorial 3x2. The findings revealed that there were significant differences in concept knowledge, science process skills and scientific attitude based on groups. However, there were no significant differences in concept knowledge, science process skills and scientific attitude between groups based on gender and streams of studies. In addition, there were no significant differences in mean score of sub science process skills posttest and mean score of sub scientific attitude posttest based on streams of studies and groups. The finding indicates that open-ended inquiry module is able to enhance all three elements of scientific literacy. Meanwhile, the guided inquiry module is able to enhance only the science process skills and scientific attitude. Implication of this study leads to the suggestion of the enhancement of pre-service teachers scientific literacy by using open-ended inquiry.