The effect of guided inquiry based Google Classroom on scientific literacy and critical thinking of students biology

The 21st-century learning paradigm emphasizes student orientation in learning, so students must 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 memorize facts, evaluate solutions and opinions, and analyze, and conclude information based on assessments in solve life problems. The research method uses a quasi-experimental design with a non-equivalent control group design. The research subjects were class XI MIPA 3 (control class) and XI MIPA 3 (experimental class) at Senior High School 1 Glenmore. Data was collected by using pretest and posttest in both classes. The data of scientific literacy and critical thinking skills was measured through a which was measured using the PISA scientific literacy assessment rubric and critical thinking ability rubric. The results showed that students taught by guided inquiry-based on Google Classroom had a better average value of scientific literacy and critical thinking skills than students taught by conventional learning. It can be seen in the increase in scientific literacy in the experimental class taught by guided inquiry-based on Google Classroom by 49.9% and in the control class taught by conventional learning models, which is 33.85%. In critical thinking skills in the experimental class which is 63%.