<![CDATA[This study investigates whether the Project-Based Learning (PjBL) model can improve students’ scientific literacy in biotechnology and examines its implementation in ninth-grade science learning. This Classroom Action Research (CAR) was conducted in two cycles involving 12 ninth-grade students at SMP Islam As-Syakur Lendang Sepang. Each cycle consisted of planning, action, observation, and reflection. Data were collected through scientific literacy tests, learning implementation observations, scientific literacy observations, and questionnaires. The findings indicate that implementation of PjBL was fidelity reached, with student activity reaching 77.5% and teacher activity hitting 78.57% . Students’ scientific literacy improved from a pre-cycle average score of 44.41 to an N-Gain of 0.48 (medium) in the first cycle, and further increased to 0.71 (high) in the second cycle. Additionally, scientific literacy observations increased from 72.5% to 92.5%, while questionnaire results rose from 68.53% to 87.91%. These findings indicate that PjBL was associated with improved scientific literacy scores for strengthening scientific literacy in biotechnology. In conclusion, the implementation of project-based activities can promote active learning and support the development of students’ scientific literacy skills.]]>
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