<![CDATA[This study aims to analyze the implementation of environment-based Socio-Scientific Issues (SSI) learning in improving high school students' scientific literacy and environmental awareness. The study was motivated by the importance of science learning that not only focuses on conceptual mastery but also develops students' ability to use scientific knowledge to understand real-world problems and foster environmental concern. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research subjects consisted of two classes: an experimental class that received environment-based SSI learning and a control class that received conventional learning. Data were collected using a scientific literacy test, an environmental awareness questionnaire, and a learning implementation observation sheet. The data were analyzed using descriptive statistics, normality and homogeneity tests, N-gain analysis, an independent sample t-test, and effect size analysis. The results showed that environment-based SSI learning improved students' scientific literacy and environmental awareness. The improvement in the experimental class was higher than that in the control class. Learning activities involving the identification of environmental issues, investigation, evidence collection, scientific concept analysis, discussion, scientific argumentation, evaluation of alternative solutions, and decision-making provided students with opportunities to connect scientific knowledge with real-life problems. The learning process also encouraged students to understand the impacts of human activities on the environment and strengthened their concern and responsibility for environmental sustainability. Therefore, environment-based SSI learning can serve as an alternative contextual science learning approach for developing high school students' scientific literacy and environmental awareness. ]]>
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