<![CDATA[This study aims to analyze the strengthening of scientific literacy through environmental phenomenon-based science learning based on a literature review. This research uses a qualitative approach with a library research method. The research data were obtained from various national and international scientific articles, academic books, and educational policy documents relevant to scientific literacy and environment-based science learning. Data analysis was conducted using content analysis and thematic analysis techniques through the stages of source identification, theme grouping, interpretation, and synthesis compilation of study results. The research results indicate that environmental phenomenon-based science learning is able to strengthen students' scientific literacy through contextual, investigative, and problem-solving-oriented learning processes. The use of real phenomena such as environmental pollution, climate change, waste management, and ecosystem destruction provides opportunities for students to develop the ability to explain phenomena scientifically, evaluate evidence-based information, conduct investigations, and devise solutions to environmental problems. In addition to improving cognitive aspects, this approach also contributes to the development of critical thinking skills, science process skills, collaboration, and awareness of environmental sustainability. The implications of this study indicate that science teachers need to develop learning that utilizes the environment as a learning resource and integrates real-life phenomena into the learning process. Theoretically, this study strengthens the view that scientific literacy can be optimally developed through learning that connects science concepts with social and environmental contexts. Practically, the results of this research can serve as a reference for educators and curriculum developers in designing more meaningful, contextual science learning in accordance with the demands of 21st-century competencies.]]>
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