<![CDATA[Science literacy is a fundamental skill that students need to support 21st-century competencies. However, students’ science literacy remains a concern in biology education. Socioscientific issues (SSI), such as HIV/AIDS, chikungunya, and vaccination, provide contextual problems that engage students in evaluating scientific information and considering evidence-based decisions. This study aimed to examine the effect of a creative problem-solving model integrated with socioscientific issues on the science literacy of 10th-grade students at a senior high school in Tasikmalaya, West Java. This quantitative study employed a quasi-experimental design with a nonequivalent pretest–posttest control group. The sample consisted of two classes, with 35 students in each group. The science literacy instrument consisted of 30 multiple-choice questions. Data were analyzed using descriptive statistics and Quade’s Rank Analysis of Covariance at α = 0.05. The mean science literacy score increased from 14.00 to 18.51 in the experimental group, compared with 14.49 to 14.80 in the control group. The analysis indicated a statistically significant difference between groups after controlling for pretest scores (F = 6.694, p = 0.012), with a partial eta squared of ηp² = 0.090, indicating a moderate effect. These findings indicate that the integrated model was associated with higher science literacy outcomes.]]>
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