The need for implementation of guided inquiry in the development of electronic modules (e-modules) to improve students’ scientific literacy

Scientific literacy is one of the important skills for students to have in the 21st century which undergoes rapid development and change, especially in the world of education. From the perspective of education, there are objectives based on available information and their understanding that directly influence the students’ lives and futures through their decision making. This forces teachers to have to provide appropriate learning media to improve students’ scientific literacy skills. The basic competencies that students must possess include the ability to identify scientifically, the ability to explain scientific phenomena, and the ability to identify scientific evidence. This study aims to determine the need for the implementation of guided inquiry in the development of electronic learning modules (e-modules) for temperature and heat material to improve students’ scientific literacy. This research is a descriptive research with questionnaires and interviews as the data collection methods. The research subjects were 71 seventh grade junior high school students. The results showed that 85% of students perceived temperature and heat as difficult material to understand and 88% of students are less interested in learning activities. As many as 90% of students said that printed learning resources did not support students’ understanding and mastery of the material, and 93% of students were interested in using guided inquiry-based e-module media to improve scientific literacy skills. Therefore, it is necessary to develop teaching materials in the form of guided inquiry-based electronic modules (e-modules) to improve students’ scientific literacy skills.