Analysis of the Effectiveness of the Inquiry Learning Model in Improving Elementary School Students' Scientific Literacy

Abstract

Scientific literacy is one of the fundamental competencies that elementary school students must develop to face the challenges of scientific and technological advancement in the 21st century. However, various studies indicate that the level of scientific literacy among elementary school students in Indonesia remains relatively low. One contributing factor is the use of learning models that have not fully encouraged active student engagement in the learning process. This article aims to analyze the effectiveness of the inquiry-based learning model in improving elementary school students’ scientific literacy through a literature review approach. The method employed in this study is a literature review by examining relevant sources, including national and international journal articles, textbooks, and research reports related to inquiry-based learning and scientific literacy. The results of the analysis indicate that the inquiry-based learning model is effective in enhancing elementary school students’ scientific literacy, as it encourages students to actively observe, ask questions, formulate hypotheses, conduct investigations, and draw conclusions based on scientific evidence. Furthermore, inquiry-based learning contributes to the development of students’ critical thinking skills, conceptual understanding of science, and scientific attitudes. Therefore, the inquiry-based learning model can be considered a strategic alternative for science instruction in elementary schools to sustainably improve students’ scientific literacy.