Practicality and effectiveness of physics teaching materials based on contextual through inquiry to increase studentsscience literacy

This study aims to determine the feasibility (practicality and effectiveness) of contextually based physics teaching materials through guided inquiry learning to improve scientific literacy of grade X students in the first semester of senior high school. This research method uses research and development (R&D), this physics teaching material was tested on high school students in grade X even in the school year with one-group pretest-posstest design. The instruments of data collection used in the study were sheets, practicality test sheets and effectiveness test sheets in the form of student learning outcomes test sheets. The data analysis technique used was the analysis of practicality, and analysis of effectiveness. Based on the data analysis that has been done, it was obtained, the contextual physics teaching material through guided inquiry learning to improve student scientific literacy was very practical which was characterized by the average value of teaching materials according to teacher responses 93,82 and teaching materials according to student responses 81,5. Then, the use of physics teaching materials based on inquiry learning was effectively used in learning to improve students' scientific literacy skills.