In efforts of educating students to effectively learn science, for example physics, the abilities of scientific literacy should be achieved by the students. To reach that goal, appropriate models, e.g., guided inquiry, must be implemented since it provides students to attain new knowledge based on their scientific literacy skills under teacher's supervision. This paper explores in-depth analysis of 32 junior high school students’ literacy skill levels when they learn one of the most challenging topics in physics, i.e., pressure. The guided inquiry was well prepared and implemented in their classroom learning. The pretest and posttest results using two-tier multiple-choice questions, with high reliability, were analyzed in accordance with the scientific literacy indicators. Quantitative study including the N-gain and d-effect size were calculated. Furthermore, direct observation with detailed rubrics was also conducted during the teaching and learning processes for qualitative evaluation. As the conclusion, both qualitative and quantitative analyses confirmed that the guided inquiry model gave rise to students’ abilities in scientific literacy. The skills are crucial for students to develop further competence in science and in engineering. Therefore, it could be the initial phase of preparing students in science and engineering education.

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