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Abstract

Scientific literacy is an essential competency in science education that enables students to understand natural phenomena and use scientific evidence to address environmental problems. This study aimed to describe the scientific literacy profile of seventh-grade students at SMPN 1 Rejotangan in ecology and environmental conservation based on three PISA competencies. A descriptive approach incorporating quantitative and qualitative data was employed. Data were collected from 30 students through a six-item open-ended test, classroom observations, and semi-structured interviews. The results showed that 63.3% of students achieved the high category in explaining phenomena scientifically, while 36.7% were in the moderate category. Evaluating and designing scientific inquiry had the highest proportion of students in the high category (76.7%), with 13.3% in the moderate category and 10.0% in the low category. In interpreting data and evidence scientifically, 66.7% of students were in the high category, while 16.7% were in the moderate category and 16.7% in the low category. These findings highlight the importance of strengthening scientific literacy through contextual learning that provides opportunities for students to conduct investigations, analyze data, and draw evidence-based conclusions.

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