<![CDATA[Scientific literacy is essential for students, yet many struggle with low levels of these skills, highlighting the need for quality learning. This research aims to evaluate learning quality and analyze scientific literacy in relation to student curiosity within classes using the STAD model supported by animated videos. Employing a mixed-methods sequential exploratory design, the study involved planning, implementation, and assessment phases. Participants included students from the VA class as the experimental group and the VB class as the control group at MI Luqman Al Hakim Slawi. Instruments comprised scientific literacy test questions, curiosity questionnaires, and learning tools. Quantitative data were gathered through literacy tests, while qualitative data were collected via interviews, questionnaires, and documentation. Data analysis included assessing the validity and practicality of learning tools, implementation, and assessment results, alongside normality and homogeneity tests. The study found that the average validity of learning tools was 77%, practicality was 92%, and implementation reached 92.17%. Hypothesis testing revealed that students in the experimental group demonstrated more than 75% mastery in scientific literacy and exceeded the KKM average. Additionally, their average literacy abilities and improvements surpassed those of the control group. Furthermore, student curiosity positively influenced their scientific literacy. Qualitatively, students with high curiosity met all literacy indicators, while those with low curiosity failed to meet any. Overall, learning via the STAD model with animated videos significantly enhances students' scientific literacy skills.]]>
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