<![CDATA[This study investigates how scientific literacy components are embedded in seventh-grade science textbooks based on PISA indicators. This study employed a qualitative descriptive design with content analysis techniques. The study analyzed three textbooks published by the Ministry of Education and Culture (2021), Erlangga (2023), and Yrama Widya (2024), selected through purposive sampling. Data collection focused on the chapters “Ecosystems and Their Conservation” and “Solar System,” which were examined using instruments measuring four aspects of literacy: context, competence, knowledge, and attitudes. The analysis showed that all textbooks addressed these aspects with varying degrees of integration. Yrama Widya’s textbook achieved the highest level of inclusion (81–100%, in the excellent category), while the books from the Ministry and Erlangga were in the adequate range (41–61%). Across textbooks, competencies were most prominent (33%, 41%, 37%), context was moderately integrated (34.5%, 38.8%, 29.4%), knowledge was unevenly distributed (9.1%, 10.2%, 21.6%), and attitudes were least emphasized (21.8%, 10.2%, 11.8%). Overall, scientific competencies dominated, while aspects of epistemic knowledge remained absent. These findings highlight the need for more contextual and exploratory textbooks that can strengthen students' scientific reasoning in the 21st century.]]>
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