<![CDATA[Improving thinking skills in learning can be done through the application of learning methods that suit the needs of students. This study aims to examine the integration of the Project-Based Learning (PjBL) model with the Science, Environment, Technology, and Society (SETS) approach in multimodal teaching materials that can improve students' science literacy and environmental concern. Learning that is still theoretical and less contextual causes a low ability of students to relate science concepts to real life. In addition, this research aims to analyze the effectiveness of project-based learning that is integrated with science, environment, technology, and society approaches and supported by multimodal teaching materials in improving students' science literacy and environmental concern for vertebrate materials in mangrove ecosystems. The method used is a quasi-experiment with a pretest-posttest control group design. The research subjects consisted of 25 students of Biology Education FKIP UNSAM, 19 students of Biology Study Program of Science and Technology of UNSAM and 23 students of Tadris Study Program FITK UINSU. Data were collected through science literacy tests and environmental awareness questionnaires, then analyzed using improvement scores and percentages. The results of the study showed that students' science literacy increased significantly in the high category, while environmental awareness was in the sufficient category. These findings show that project-based learning combined with contextual approaches and multimodal teaching materials is effective in improving students' cognitive abilities and attitudes. The implications of this study emphasize the importance of implementing innovative learning strategies to create meaningful learning that is relevant to environmental issues.]]>
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