Scientific Literacy Research Articles

Developing Students’ Conceptual Understanding Using Interactive Notebook: A Quasi-Experimental Study

In the midst of the revolutionary era of science education, the battle cry for science literacy and conceptual knowledge is imperative. Hence, this Interactive Notebook introduces an engaging and creative strategy highlighting higher-order thinking skills and conceptual understanding. This quasi-experimental research design investigated the influence of interactive notebook in developing students' conceptual understanding in biology. There are 25 purposively match-paired Grade 10 students who participated in the study. The interactive notebook intervention format involved artistic and creative strategies including student- designed construct and connect pages. The Conceptual Test in Biology with a reliability of 0.955 was used as a data collection instrument. The study was conducted in a public secondary school and lasted for four weeks. One group of students was taught using the interactive notebook and the other was through conventional teaching methods. It was found that students in both groups have low conceptual understanding as indicated in the pre-test, but was improved as noted in the post-test. When the pre-test and post-test were compared, the students exposed to interactive notebook teaching showed improvement from low to high. At the same time, those in conventional teaching also showed improvement from low to average. A significant difference was observed in the post-test scores of the two groups, supporting the interactive notebook teaching group. A significant difference was also noted between the pre- and post-test conceptual understanding of each group, however, the interactive notebook teaching group yielded better mean gain.

Analysis of Changes in Students' Science Literacy Ability in Class V Elementary School Science Learning Using the RADEC Model

This study aims to analyze the literacy skills of fifth-grade elementary school students in science subjects with homogeneous and heterogeneous substances using the RADEC model (Read, Answer, Discuss, Explain, and Create). Experimental research with this type of quasi-experimental design is a quantitative study with two groups: the experimental and control classes. In the experimental class, there were 23 students in the sample, and in the control class, there were 18 students. Data sources used in this study was 16 multiple-choice questions on scientific literacy in science learning. Data were obtained from scientific literacy tests; then, analyzed using the Winstep application with Rasch modeling to obtain information about changes in scientific literacy skills in science learning. The research results were processed using the Winstep Rasch model using stacking analysis in the experimental and control classes. The experimental class, stacking analysis results, provide information that it has increased and is grouped based on the increase in logit value into the very good category 87%, 9% good, and 4% sufficient. In the control class, the logit value was very good, 61% and 39% sufficient. Based on research that has been conducted, it can be concluded that the radec learning model can improve the scientific literacy skills of grade 5 students in science learning.

Raising the Issue of Local Wisdom in Science Learning and Its Impact on Increasing Students' Scientific Literacy

In the context of global educational challenges, scientific literacy remains a foundational goal yet is often hindered by traditional teaching methods that lack cultural and contextual relevance. This study addresses the intersection of local wisdom with science education as a strategy to enhance students' scientific literacy, grounded in the belief that culturally resonant teaching can improve learning outcomes. This study explores the impact of integrating local wisdom into science education on enhancing students' scientific literacy. Employing an experimental pretest-posttest control group design, the research involved 86 Indonesian high school students, divided evenly between a control group receiving traditional science instruction and an experimental group whose curriculum was enriched with local wisdom content. Over a six-week period focused on climate change, the experimental group's instruction intertwined indigenous knowledge with scientific concepts, aiming to create a culturally contextualized learning experience. The results, derived from quantitative measures were analyzed using ANOVA and post hoc tests. Findings indicate a statistically significant improvement in the scientific literacy of the experimental group compared to the control group, with the former demonstrating a substantial increase in posttest scores. The study confirms that local wisdom can be a potent tool in science education, leading to higher engagement and improved scientific literacy. This research contributes to the field by providing empirical evidence supporting culturally responsive teaching approaches and underscores the potential of local wisdom in bridging the gap between traditional knowledge systems and scientific methodologies.

Practice-Based Learning in Aesthetic Medicine: Assessing Scientific Literacy Among Cosmetic Practitioners.

The field of aesthetic medicine has expanded substantially in the past decade, with significant practitioner diversification and departure from core-specialty supervision. The increased autonomy of nonphysician practitioners in a rapidly evolving field has raised accentuated the importance of scientific literacy and practice-based learning standards in the delivery of aesthetic medical care. To assess the degree of scientific literacy among aesthetic medicine practitioners of different educational and training backgrounds in the United States and abroad. A cross-sectional survey of 52 national and international aesthetic medicine practitioners employing a validated, 28-item, scientific literacy tool. The average score for all participants was 76% (SD = 18%, range = 43%-100%). Physician practitioners scored higher in all competencies compared non-physicians (86% vs 68%, p < 0.001), with a greater discrepancy among US practitioners (95% vs 71%, p < 0.001). Competencies relating to identification of bias/confounding variables, graphical data representation, and statistical inference/correlation showed the lowest proficiency. Practitioners with a doctorate or equivalent degree were significantly more likely to report frequent engagement with medical literature than non-physicians ( p = 0.02). There exists a significant disparity in scientific literacy between physician and nonphysician aesthetic medicine practitioners. This gap underscores the need for enhanced educational programs and continuous professional development to ensure safe and effective patient care in the evolving field of aesthetic medicine.

Educational environment and college students: an investigation of scientific literacy of early childhood education students in two Chinese normal universities

Scientific literacy was seen as an important component of national quality, also as the foundation of social civilization. This study investigated the scientific literacy (SL) of early childhood education students (ECEs) in two Chinese normal universities. Altogether 177 ECEs were surveyed and randomized semi-structured interviews were conducted with 5 ECEs. The results revealed that ECEs demonstrated unbalanced and uneven scientific knowledge reserves. While they possessed positive attitudes in improving the SL, there was minimal progress in terms of taking action. Clearly, school, family and society, the so called educational environment, had insufficient support for ECEs' SL development.

Analysis of Scientific Literacy Research in Indonesia as A Basis for Developing Ecotourism-Based Teaching Materials: Literature Review

Science and technology have an important role in facing educational challenges in the 21st century, so that science education, which is part of education, has an important role in preparing students to have scientific literacy. The aim of this research is to determine research trends regarding scientific literacy as a basis for developing ecotourism-based teaching lessons for junior high school students on Lombok Island. The study in writing this article used literature studies or literature reviews from several previous studies published in Scopus indexed journals or proceedings from 2017-2022. The 157 articles obtained were selected into 30 articles. Literature analysis and synthesis was carried out using bibliometric analysis with the VosViewer application. The research results show that a lot of research on scientific literacy has been carried out in Indonesia, and one of the research related to scientific literacy is the development of teaching materials because the development of teaching materials has quite a big influence in increasing students' scientific literacy. However, there is still no research on the development of ecotourism-based teaching materials in increasing students' scientific literacy in Indonesia, so research on this topic is important to do

The Influence of the Project Based Learning (PjBL) Model on Student Learning Outcomes

The purpose of the research to determine the effect of Project Based Learning (PjBL) model on student learning outcomes in optical instruments. The sampling technique used purposive sampling, obtained class XI MIPA 4 as experimental class and XI MIPA 5 as control class. The research design used was a nonequivalent control group design. The experimental class will be given treatment using the Project Based Learning (PjBL) model, while the control class will use the expository model (conventional learning). Learning outcomes abilities measured in the cognitive domain include: C1) remembering, C2) understanding, C3) applying, C4) analyzing, C5) evaluating, and C6) creating. The instrument used was 10 multiple choice questions. Data were analyzed using parametric statistics, namely Manova. The results showed a sinificance value of 0.000 &lt; 0.05 and a value of Rcount &gt; Rtable where 0.359 &gt; 0.350, so H0 was rejected and Ha was accepted. So can be concluded that there is an influence of the Project Based Learning (PjBL) model on scientific literacy and student learning outcomes in optical equipment material.

Application of α-bromination reaction on acetophenone derivatives in experimental teaching: a chemical innovation experiment engaging junior undergraduates

The α-bromination reaction of carbonyl compounds is a significant topic in the field of organic chemistry. However, due to the lack of suitable brominating reagents, the application of this reaction in undergraduate organic chemistry experiments is limited. In this study, three junior undergraduates successfully conducted an innovative experiment under the guidance of teachers. The bromination of various acetophenone derivatives was investigated by employing pyridine hydrobromide perbromide as the brominating agent, with a focus on exploring the effects of reaction time, reaction temperature, and dosage of the brominating agent. The results demonstrated that 4-chloro-α-bromo-acetophenone could be synthesized at 90 ℃ using 4-chloroacetophenone as a substrate and acetic acid as a solvent with a molar ratio of substrate to brominator being 1.0:1.1. Through the experimental teaching of 18 junior undergraduates, it was observed that all the students successfully completed the experiment within a time frame of 4–5 h, with a notable achievement yield exceeding 80% observed in 14 students. This innovative experiment exhibits significant advantages in terms of safety, high yield, cost-effectiveness, and repeatability. Furthermore, while reinforcing fundamental skills in chemistry experimentation among students, it enhances their scientific literacy levels and fosters innovation consciousness as well as practical aptitude. Consequently, this approach is highly suitable for widespread implementation and integration into undergraduate experimental pedagogy.

Development of interactive e-modules to improve students’ scientific literacy abilities: A literature review

&#x0D; &#x0D; &#x0D; &#x0D; This research aims to investigate the development of the interactive e- Module in the context of improving students' scientific literacy skills. The approach employed in this research involved a systematic literature review, detailing the latest developments from 2019 to 2023 in the use of interactive e-Modules to enhance scientific literacy among students in Indonesia and abroad. The Meta-synthesis techniques were applied in this research. The samples utilized were sourced from 2019-2023 and were retrieved from international journals Google Scholar, Scopus, and Eric with the keyword "Interactive e-module and Scientific literacy”. A total of 233 journal articles were obtained and after being reviewed 209 articles were eliminated because they did not include international articles relevant to this research. Consequently, only 24 articles were used in this research. This type of research used Systematic Literature Review (SLR). The research findings indicate that the E-Module is based on Discovery Learning, STEM (Science, Technology, Engineering, and Mathematics), PBL (Problem-Based Learning), PjBL (Project-Based Learning), IBL (Inquiry-Based Learning), SETS (Science, Environment, Technology, Society), SSI (Socio Scientific Issues), and Flipped classroom can improve students' Scientific Literacy. The type of technology used in making E-Modules included Macromedia Flash, Virtual Laboratory, Flip PDF Professional, PhET Applications, and Articulate Storyline. The implications of this literature review are anticipated to provide direction for the development of educational policies, curriculum design, and further research to increase scientific literacy in the digital era.&#x0D; &#x0D; &#x0D; &#x0D;

THE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS’ PERFORMANCE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION

The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students’ science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken. Keywords: primary science education, primary science teachers, students’ science academic achievement, teaching competency, teacher performance

Research ethics and integrity in the DACH region during the COVID-19 pandemic: balancing risks and benefits under pressure

This scoping review maps research ethics and integrity challenges and best practices encountered by research actors in the DACH countries (Germany, Austria, and Switzerland), including researchers, funders, publishers, research ethics committees, and policymakers, during the COVID-19 pandemic. The COVID-19 pandemic brought research and, in turn, research ethics and integrity, into public focus. This review identified challenges related to changing research environments, diversity in research, publication and dissemination trends, scientific literacy and trust in science, recruitment, research redundancy and study termination, placebo and human challenge studies, data management, and informed consent. These challenges are linked to two crucial factors: first, actors in the DACH research ecosystem lacked a sound knowledge base to assess the risks and benefits of research during the COVID-19 pandemic. Second, researchers in the DACH region faced pressure from policymakers, funders, and the public to generate relevant, timely, and consistent findings to mitigate the impacts of the COVID-19 pandemic. In addition, this review highlights best practices to mitigate the effects of future crises on research ethics and integrity, including enhanced cooperation among actors, continuous ethics assessments, and support for public scientific literacy.

Implementation of a problem-based learning model assisted with scaffolding to improve scientific literacy and student cognitive learning outcomes

Scientific literacy needs to be developed to face the 21st century, but in Indonesia, students' scientific literacy is in the low category. The results of the preliminary study test for class Based on the facts and problems found, the research aims to improve students' scientific literacy and cognitive learning outcomes through the application of the PBL model assisted by scaffolding. This research is Classroom Action Research (CAR) with the stages of the plan, act observe, and reflection. This research was carried out for two cycles with material on the respiratory and excretory systems. The research was conducted from February to May 2023 in class XI MIPA 1 Malang Islamic High School with research subjects of 34 students. The instruments were five scientific literacy essay questions and ten multiple-choice test questions on cognitive process dimensions. The N-gain value calculates increased scientific literacy and cognitive learning outcomes. This research shows that students' scientific literacy increased from 70.4 to 81.3, so the N-gain value for scientific literacy was 0.37. Students' cognitive learning outcomes rose from 78.8 to 86.4, so the N-gain cognitive learning outcomes were 0.36. Mastery of high scientific and cognitive literacy makes students careful in making decisions with scientific considerations.Abstrak. Literasi sains perlu dikembangkan guna menghadapi abad ke-21, namun di Indonesia literasi sains siswa dalam kategori rendah. Hasil tes studi pendahuluan kelas XI MIPA 1 SMA Islam Malang rata-rata nilai literasi sains sebesar 48.5 dan rata-rata nilai ketuntasan hasil belajar kognitif hanya 15.0. Berdasarkan fakta dan masalah yang ditemukan maka tujuan dari penelitian adalah meningkatkan literasi sains dan hasil belajar kognitif siswa melalui penerapan model PBL berbantuan scaffolding. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan tahapan plan, act and observe, dan reflection. Penelitian ini dilakukan sebanyak II siklus dengan materi sistem respirasi dan ekskresi. Penelitian dilakukan pada bulan Februari-Mei 2023 pada kelas XI MIPA 1 SMA Islam Malang dengan subyek penelitian 34 siswa. Instrumen yang dipakai adalah 5 soal essay literasi sains dan 10 soal tes pilihan ganda dimensi proses kognitif. Peningkatan literasi sains dan hasil belajar kognitif dihitung dengan nilai N-gain. Hasil penelitian ini memperlihatkan bahwa literasi sains siswa meningkat dari 70.4 menjadi 81.3, sehingga nilai N-gain literasi sains sebesar 0.37. Hasil belajar kognitif siswa meningkat dari 78.8 menjadi 86.4, sehingga hasil N-gain hasil belajar kognitif sebesar 0.36. Penguasaan literasi sains dan kognitif tinggi membuat siswa cermat dalam pengambilan keputusan dengan pertimbangan sains.

The Effect of Using Water Cycle Animation Videos on the Scientific Literacy and Cognitive Learning Outcomes of Elementary School Students

This research aimed to determine whether there was an effect of using water cycle animation videos on scientific literacy and learning outcomes for class V students at SDN 01 klopoduwur. This type of research is quantitative, that was experimental research (pre-experimental design) using a one group pretest-posttest design, that was an experiment which in its implementation only involves one class as the experimental class. The independent variable in this research was an animated video of the water cycle, while the dependent variable was students' cognitive learning outcomes. The population in this study were all students at SDN 01 klopoduwur with a total of 149 students, while the sample was class V with a total of 30 students. The data collection techniques used are documentation and tests in the form of essays and multiple choices whose validity has been tested. Data analysis uses descriptive analysis techniques and inferential analysis techniques. The results of descriptive statistics show that the average student scientific literacy pretest score is 60.43 and the average student literacy posttest score was 83.27 with an average N-gain score of 0.57 and an average pretest score for student cognitive learning outcomes of 52.77 and experienced an increase after being given treatment with the average posttest score for students' scientific literacy being 52.77 and the average posttest cognitive learning outcome for students was 74.30 with an N-gain value of 0.43. The results of statistical analysis by conducting hypothesis testing using linear regression found a positive and significant influence, so a significance level of 0.05 was required and comparing Tcount with Ttable so that it could be concluded that the use of water cycle animation videos had a significant effect on scientific literacy and cognitive learning outcomes for students V SDN 01 Klopoduwur. Keywords: Animation Video, Water Cycle, Science Literacy, Cognitive Learning Outcomes.

An examination of the status, contexts of anatomical body donation, and perspectives in China

Body donation is a valuable resource in medical education, research, clinical diagnosis, and treatment. Consequently, donors are honored as “Silent Mentors” in Chinese medical schools. This article briefly reviews the history, current status, and strategies to promote body donation in China (excluding data from Hong Kong, Macao, and Taiwan regions) and discusses the problems encountered in body donation work in China. After establishing the People’s Republic of China in 1949, the central government issued regulations on the use of dissected bodies. In 2001, the “Shanghai Regulations on Body Donation” were officially implemented and became China’s first local legislative regulation on body donation. Subsequently, local legislative regulations and rules on body donation were issued in various regions to promote smooth and orderly body donation. There has been tremendous development in body donation in China for more than 40 years; however, the progress of this partial work has been uneven in various areas owing to the influence of traditional ethical concepts. It is, therefore, imperative to legislate body donations at a national level. Raising the public’s scientific literacy and changing the traditional concept of funerals can create a positive social atmosphere for body donation, thus increasing the public’s awareness and willingness to donate their bodies. Donating the body at the end of life contributes to life science and medical causes and is a noble act worthy of praise.

Elementary preservice teachers' pedagogical decisions about socioscientific issues instruction

AbstractSocioscientific issues (SSI) have been found to improve scientific literacy skills among K—12 students. Existing literature shows, however, that elementary preservice teachers are reluctant to implement SSI due to a lack of confidence with subject matter knowledge and knowledge of instruction concerning SSI. Previous research has focused on helping elementary preservice teachers overcome these concerns through microteaching, adapting existing curricula, and experiencing SSI through methods courses. While it has been noted that formal preparation is required for preservice teachers to feel confident in their abilities to facilitate SSI, little has been done to prepare elementary preservice teachers to facilitate SSI during field experiences. In this study, we explored the factors that influenced elementary preservice teachers' instructional decision‐making while planning and enacting SSI‐based instruction in the classroom. Community of practice (CoP) meetings provided formal training to prepare these elementary preservice teachers to facilitate SSI. Recordings of the CoP meetings, reflective journals, observations, and interviews served as data sources. Our findings revealed knowledge of students, instructional knowledge, and context as most influential in these elementary preservice teachers' pedagogical reasoning concerning SSI‐based instruction, while subject matter knowledge was the least considered. We discuss these findings and offer recommendations for how to use these considerations when planning future research to study elementary preservice teachers' SSI‐based instructional practice.

Research learning projects: scientific literacy of 4th year elementary school students

Health safety measures adopted during Covid-19 pandemics were a challenge faced by several sectors of the society and, most likely, academic and school activities brought up a few social and economic gaps as to digital inclusion of the population. This study, carried out during the pandemic period between 2020-2021, aims to present a few of the teacher-researcher considerations about the development of Research Learning Projects (PAI) with her 4th grade students at a city public school in the state of Rio Grande do Sul. Research design for the study has an exploratory and qualitative approach and is based on Thiollent (1988) Action-Research. The action plan devised in the initial project had to go through several adjustments because of different moments lived by the teacher and her students. This included going through social distancing, with classes happening via Remote Learning (RL), to hybrid classes in cycles, which meant half the students would attend classes from home and the other half would be face to face at school. Research data were built based on the teacher-researcher 's log book and on the student-researchers’ registers while developing their research learning projects. To analyze the data, the technique used was Discourse Textual Analysis proposed by Moraes and Galiazzi (2006), with a few categories determined a priori focusing on the qualification of a student-researcher and the different stages towards building the research learning projects. In this paper, we focus on one category regarding scientific literacy and education of a student-researcher. We strongly believe the study may contribute to promoting scientific knowledge in Elementary Schools by engaging teachers and students in building and developing research in the classroom.

An Application of Classical Test Theory for Item Characteristic Analysis of Chemical Literacy Instruments

The science literacy skills of students in Indonesia are very concerning, the cause is that students are not accustomed to working on questions based on science literacy, so it is necessary to have a standardized assessment instrument based on chemical literacy that can measure the level of achievement of scientific identification and interpret science/chemistry learning. This study aimed to describe the characteristics of chemical literacy-based assessment instrument items of reaction rate material with a classical test theory approach. The type of research is descriptive quantitative. The research subjects were 80 class XI MIPA SMA Negeri 4 Takalar students. Data were analyzed using the ITEMAN 4.3 program. Based on the results of the analysis, a reliability coefficient of 0.834 was obtained, the level of favorability of 87% of the items was in the moderate category, and 13% was in the difficult category. In the difference test, as many as 73% of the items are in the very good category, and for the distractor test, 93% of all items have shown distractors that function properly, so it can be concluded that overall the items have high reliability and good item characteristics.

Children’s Literature: A Contribution to the Emergence of Science in the Early Years

Children’s natural curiosity by everything around them is a premise for discovery. Natural phenomena such as the alternation between day and night, elements of nature such as the tree’s leaves and their shapes and colors, daily routines as sorting waste, raise many questions in children, stimulating them towards scientific literacy trough what is familiar to them and their personal life experiences. In the science children’s books, the concepts’ approach sometimes difficult its understanding by children, due to the used vocabulary, the lack of an appealing narrative, among other aspects. In turn, children’s literature books without any intention of promoting or developing ideas of science can, through their narrative and illustrations, in a more meaningful context for children, motivate the inquiring and the concepts’ exploration. This work results from a presentation session of the children’s book “From the outside to inside and from the inside to outside” to children of a Portuguese school of the 1st Cycle of Basic Education, by the authors which are also the researchers, having as aim create an environment based on questioning activity, supported in the story narrative, and develop children’s divergent thinking in a context involving scientific ideas.

The effect of reading engagement on scientific literacy - an analysis based on the XGBoost method.

Scientific literacy is a key factor of personal competitiveness, and reading is the most common activity in daily learning life, and playing the influence of reading on individuals day by day is the most convenient way to improve the level of scientific literacy of all people. Reading engagement is one of the important student characteristics related to reading literacy, which is highly malleable and is jointly reflected by behavioral, cognitive, and affective engagement, and it is of theoretical and practical significance to explore the relationship between reading engagement and scientific literacy using reading engagement as an entry point. In this study, we used PISA2018 data from China to explore the relationship between reading engagement and scientific literacy with a sample of 15-year-old students in mainland China. 36 variables related to reading engagement and background variables (gender, grade, and socioeconomic and cultural status of the family) were selected from the questionnaire as the independent variables, and the score of the Scientific Literacy Assessment (SLA) was taken as the outcome variable, and supervised machine learning method, the XGBoost algorithm, to construct the model. The dataset is randomly divided into training set and test set to optimize the model, which can verify that the obtained model has good fitting degree and generalization ability. Meanwhile, global and local personalized interpretation is done by introducing the SHAP value, a cutting-edge machine model interpretation method. It is found that among the three major components of reading engagement, cognitive engagement is the more influential factor, and students with high reading cognitive engagement level are more likely to get high scores in scientific literacy assessment, which is relatively dominant in the model of this study. On the other hand, this study verifies the feasibility of the current popular machine learning model, i.e., XGBoost, in a large-scale international education assessment program, with a better model adaptability and conditions for global and local interpretation.

Effectiveness of project-based learning in improving science literacy and collaborative skills of Muhammadiyah middle school students

Science literacy abilities and collaborative skills are part of the life skills demands of the 21st century. This research aims to analyze the effectiveness of the PjBL learning model in improving the Science literacy and collaborative skills of students at Muhammadiyah 2 Middle School, Batu City and Muhammadiyah 8 Middle School, Batu City. The research design uses Pretest-Posttest Control Group Design. The research sample consisted of 60 class VIII students taken by total sampling. Data was obtained through observation, questionnaires and tests. Data analysis uses covariance analysis (ANCOVA) to verify the data against the proposed hypothesis. The research results show that the average Science literacy and collaboration in PjBL learning is higher than conventional learning. The results of the analysis can be concluded that the implementation of PjBL effectively influences students' Science literacy and students' collaboration skills. Thus, the PjBL model is recommended to be implemented to support the implementation of the Independent Curriculum at the junior high school level as an effort to develop students' 21st century life skills.