<![CDATA[Science literacy is a key competence in biology education, as it plays an important role in developing students’ ability to understand scientific phenomena, think critically, and make decisions based on scientific evidence. However, the use of appropriate learning models to enhance science literacy, particularly through peer tutor-based Problem Based Learning (PBL), has not yet been comprehensively explored. This study aims to examine the influence of the peer tutor-based Problem Based Learning (PBL) model on improving science literacy in biology education based on findings from previous research. The study employed a literature review method to analyse ten national research articles published between 2019 and 2025. Data were analysed using content analysis by examining the research objectives, characteristics of the learning model, indicators of science literacy, and the main findings of each article. The findings indicate that the Problem Based Learning (PBL) model can improve students’ science literacy through problem-solving, investigation, and data analysis activities, while the use of peer tutors enhances learning interactions and increases student engagement. Overall, this study suggests that the peer tutor-based Problem Based Learning (PBL) model is an effective learning strategy for improving students’ science literacy and can serve as a reference for developing more active and meaningful biology learning. ]]>
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