The Effect of Guided Inquiry based Google Classroom on

Scientific Literacy and Critical Thinking of

Students Biology at SMAN 1 Genmore
Lidiya Praktika Rosa,1,a), Herawati Susilo2,b), Siti Zubaidah3,c)
1)
Universitas Negeri Malang,
Jl. Semarang No.5, Sumbersari, Kec. Lowokwaru, Kota Malang, Jawa Timur 65145
2)
Universitas Negeri Malang,
3)
Universitas Negeri Malang,
a)
lidiyapraktikarosa@gmail.com
b)
herawati.susilo.fmipa@um.ac.id
c)
siti.zubaidah.fmipa@um.ac.id

Abstract
The 21st century learning paradigm emphasizes student orientation in learning, so students are required to be able to connect
technology as a source of information. The availability of very diverse information needs to be filtered based on the validity of
information sources, therefore in the 21st century a student's scientific literacy must be developed to the fullest. In addition to
scientific literacy, critical thinking skills are also very important for students. Critical thinking skills make students not only
memorize facts, but also evaluate solutions, opinions, analyze, and conclude information based on assessments in solving
problems of life. Scientific literacy and critical thinking skills of students at SMAN 1 Glenmore have not been properly
empowered. This can be seen from the results of the analysis of student needs which show that more than 50% of students have
not been able to master scientific literacy and critical thinking. Efforts to empower scientific literacy and critical thinking skills
can be done through the application of a Google Classroom-based guided inquiry learning. This study was conducted to
determine the effect of the Google Classroom-based guided inquiry learning on scientific literacy and critical thinking skills. This
study uses a quasi-experimental design with a nonequivalent pretest posttest group design. The population includes all students of
class XI SMAN 1 Glenmore while the sample is students of class XI MIPA 1 and XI IPA 3. The data was collected using a pretest
and posttest in the form of description questions and then analyzed using the Anacova test. The results showed that students who
were taught by guided inquiry based on Google Classroom had a better average value of scientific literacy and critical thinking
skills than students who were taught by discussion methods. The conclusion is that guided inquiry based on Google Classroom
has an effect on scientific literacy and critical thinking skills of Biology..