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The purpose of this research was to examine the effective ways of problem-based learning that enhance scientific literacy in stoichiometry topic of 10th grade students. The participants were 30 students. The methodology of this research was a classroom action research, run for three continuous cycles. The research instruments were classroom observation forms, researcher’s daily field notes, student reflection journals and student activity sheets. The data was analyzed using content analysis from classroom observation forms, researcher’s daily field notes and student reflection journals, analyze the result of scientific literacy using student activity sheets. Data creditability by triangulation method. The results of the study; suggest that the effective way of problem-based learning are described as follows: 1) phase of divide into groups, students divide groups by themselves, 2) phase of understand the problem, teacher brings the interesting problems in daily life encourage students to analyze and identify the problems, 3) phase of brainstorming, students choose problem issues by themselves, 4) phase of research, students find the answer by experiment, and 5) phase of summarize problem issues, students explain result of experiment and summarize the ways to solve problem and the students have progresses in term of scientific literacy.
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