<![CDATA[This study aimed to determine the effect of the Reading, Mind Mapping, and Sharing (RMS) learning model on students' scientific literacy skills in the IPAS (Natural and Social Sciences) subject of fifth-grade students at SD Negeri 2 Suka Bhakti. This study employed a quasi-experimental method with a nonequivalent control group design and a quantitative approach. The sample consisted of 43 students selected through saturated sampling, comprising 23 students in the control class (VA) and 20 students in the experimental class (VB). The experimental class received treatment using the RMS learning model, while the control class used the Problem-Based Learning (PBL) model. Data were collected through pre-test and post-test instruments, as well as student activity observation sheets. Data analysis used simple linear regression and independent samples t-test. The results showed: (1) there was a significant effect of the RMS learning model on students' scientific literacy skills, with an R Square value of 0.617, indicating that 62% of the variation in scientific literacy was explained by the RMS model; (2) there was a significant difference between the RMS and PBL models on students' scientific literacy, with the experimental class achieving a higher average post-test score (74.3) compared to the control class (66.7). These findings confirm that the RMS learning model is more effective in improving scientific literacy skills than the PBL model at the elementary school level.]]>
