The Effectiveness of Guided Discovery Learning Model in Improving Junior High School Students’ Scientific Literacy on Thermal Expansion

Widia Nuraini; Novika  Lestari

doi:10.63922/ijevss.v5i03.3423

Widia Nuraini Physics Education Study Program, STKIP Melawi
Novika Lestari Physics Education Study Program, STKIP Melawi

DOI: https://doi.org/10.63922/ijevss.v5i03.3423

Keywords: Guided discovery learning, Scientific literacy, Thermal expansion, Effect size

Abstract

The purpose of this study is to evaluate how well junior high school students' scientific literacy on the subject of thermal expansion is enhanced by the guided discovery learning paradigm. Prior research has demonstrated that guided discovery learning improves students' cognitive performance and scientific literacy; nevertheless, its use in junior high school, especially with regard to thermal expansion content, is still restricted. This study used a nonequivalent pretest–posttest control group design using a quantitative, quasi-experimental technique. The sample consisted of 64 seventh-grade students from SMP Negeri 2 Nanga Pinoh, divided into experimental and control groups. The study instrument was an essay-based scientific literacy test developed using the PISA 2025 Science Framework and validated by reliability and empirical validity testing. Descriptive quantitative analysis was used to assess the data, and Cohen's d was used to calculate the effect size. According to the findings, the experimental group's average posttest score was higher than the control group's, with a modest Cohen's d value of 0.368. These results show that students' scientific literacy about thermal expansion material is enhanced by the guided discovery learning technique.

Author Biography

Novika Lestari, Physics Education Study Program, STKIP Melawi

Physics Education Study Program, STKIP Melawi

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