Abstract:
Abstract. This study was aimed to improve the quality of chemistry learning process, learning
outcomes and scientific literacy in electrolyte and nonelectrolyte material by application of
guided inquiry with environment learning resources. This classroom action research was
conducted at tenth grade of class IPA 2 SMA Negeri 1 Banjarmasin by involving 35 students, a
teacher and three observers. Scientific literacy and conceptual understanding data were
collected using multiple choice test. Meanwhile, teacher and student activities data were
collected using observation sheets. This classroom action had increased quality of teacher
activity from moderate to good, students’ activity from less active to active, students’ scientific
literacy from moderate to high and chemistry conceptual understanding from 51.42% to
91.42% of completeness level. It was concluded that the guided inquiry with environment
learning resource was effective to increase quality of chemistry learning process, students’
learning outcome and scientific literacy. To make the meaningful chemistry learning, it’s
importance to use environment learning resources which are close to the students.
