<![CDATA[Background: Scientific literacy is a crucial competence for students in facing the rapid development of science and technology in the 21st century. This study aimed to examine the effect of a science literacy–based learning model on improving senior high school students’ scientific literacy in biotechnology, using a quasi-experimental, non-equivalent control group design. Methods: This study employed a quantitative approach using a quasi-experimental non-equivalent control group design. The research involved two intact classes: an experimental class that received instruction using the Science Literacy-Based Learning model and a control class that was taught using the conventional discovery learning model. Results: The study involved 70 tenth-grade students, consisting of an experimental class of 35 taught using the science literacy–based learning model and a control class of 35 taught using discovery learning. Students’ improvement in scientific literacy was measured using the N-Gain index, and group differences were analyzed using an independent-samples t-test. The results showed that the experimental class achieved a high N-Gain score of 0.73, whereas the control class achieved a moderate N-Gain score of 0.60. The t-test indicated a significant difference between the two groups (p < 0.05). Conclusion: These findings demonstrate that the science literacy–based learning model has a significant and positive effect on students’ scientific literacy skills in biotechnology.]]>
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