<![CDATA[Chemistry has an important role in global challenges. Chemistry learning has not integrated an interdisciplinary approach to improving students' chemical literacy, enabling them to provide solutions to socio-scientific and environmental problems through the application of chemical concepts. This study aimed to determine the effect of the socio-scientific issues-based challenge strategy on students' chemical literacy. This study used a quantitative methods design with an embedded model. The sample consisted of tenth-grade students of SMA Negeri 1 East Halmahera in the 2025/2026 academic year from two sample classes. The experimental class was taught with the socio-scientific issues-based challenges strategy, while the control class used conventional learning. The research instrument was a multiple-choice chemical literacy test with a content validity of 82.02% and a Cronbach's Alpha reliability coefficient of 0.983. The results showed that there was a significant difference between the literacy of students from the two research classes (ɑ = 0.05), and quantitatively and descriptively, the chemical literacy of the experimental class was higher than that of the control class. The socio-scientific issues-based challenge strategy has positive implications for student learning in and outside the classroom, positive implications for student skills, and contains socio-scientific and environmental contexts that have positive implications for the meaning of learning.]]>
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