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This research aimed to study the possibility of learning management using context-based learning for developing scientific literacy and study the effect of learning management using context-based learning for developing scientific literacy in acid-base topic. The participants were 37 students of grade 11th. The research tools comprised of the three learning plans of context-based learning, the reflective learning management form, the students’ work sheets, and the scientific literacy test. Data analysis by content analysis, give a score and levels of scientific literacy from 1-6 based on PISA 2015 framework. Data creditability by triangulation method. The result of this research indicated that the context-based learning management for developing scientific literacy consist of 4 steps included: 1) Phase of presentation with context, teacher presents the context. 2) Phase of curiosity and planning, teacher use questions to stimulate students to identify and select the problems for design method. 3) Phase of elaborating, teacher stimulate students to do an experiment, analyze the data and discuss with the results. 4) Phase of deepening and connecting, teacher presents another context. encourage students to practice and apply the knowledge they have learned in the context Furthermore, the result indicated that the student had post-test of scientific literacy level equal 4 higher than the pre-test at level 1b.
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