Abstract
Trends in science education policy in the 21st century emphasize the importance of scientific literacy as a transferable outcome. This study aims to analyze the use of chemical literacy-based teaching materials in equilibrium material to improve students' chemical literacy ability. The results showed that the chemical literacy ability of students who were given chemical literacy-based teaching materials was higher than students who were given general chemistry teaching materials. The biggest difference in students' chemical literacy ability is at the nominal level of scientific literacy, which is 8.24 points; followed at the conceptual scientific literacy level of 6.74 points and at the functional scientific literacy level with a difference of 5.61 points.
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