Abstract
Scientific literacy and scientific attitudes are two conceptual foundations for students that have to be increased in both developing and developed countries. This research aims to identifythe effect of science-technology-society (STS) model on scientific literacy and scientific attitude of students on the subject of buffer solution. This research was quasi-experimental research using nonequivalent control group design. The sample was determined by cluster random sampling technique. The sample of this study was two classes. One class as an experimental class consisted of 34 students which used STS model. Other class as a control class consisted of 33 students which used direct instruction model. The data analysis used the manova test at the significance level of 5%. The results of the study showed that there was significant effect of STS model on scientific literacy and scientific attitude of students on the subject of buffer solution.
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