<![CDATA[This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model on students’ chemistry literacy regarding chemical equilibrium. The study employed a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design. The research sample consisted of 11th-grade students at SMAN 1 Pujut selected through cluster random sampling, with class XI F1 serving as the control group and class XI F2 as the experimental group receiving CTL-based instruction. The instrument used was a two-tier multiple-choice chemistry literacy test covering scientific and chemical content knowledge as well as higher-order learning skills. The content validity of the instrument was tested using Aiken’s V index, yielding a value of 0.88, indicating that the instrument falls within the valid category. The reliability of the instrument was tested using Cronbach’s Alpha coefficient, yielding a value of 0.74, indicating that the instrument has a high level of reliability and is therefore suitable for use in this study. The ANCOVA test results showed that the CTL model had a significant effect on students' chemical literacy (p=0.000<0.05) with a contribution of 29.7%. In the content aspect, the experimental class obtained 81%, higher than the control class at 72.5%. In the aspect of higher-order learning abilities, the experimental class reached 46.5%, while the control class only 15%. Overall, the chemical literacy of the experimental class was in the moderate category (64%), while the control class was in the low category (43.75%). This indicates that the CTL model is effective in improving chemical literacy because contextual learning helps students understand the concept of chemical equilibrium in a more meaningful and applicable way.]]>
