Scientific literacy is a critical competency for people to take an essential role in science, technology, and social
advancement. It is important to note that this competence is still a problem for most students worldwide. Therefore, this study
analysed students' scientific literacy differences between a project-based learning flipped classroom (PjBL-FC) and a project-based
learning (PjBL) class assisted by learning resources in wetlands environments. This quasi-experimental study used a non-equivalent
control group design involving Class X Senior High School as the sample. The data were inferentially analysed by t-test. The results
showed that the scientific literacy of students in the class that applied the PjBL-FC was better than those who applied only PjBL.
Furthermore, all the indicators reach the high to very high category except the ability to propose a hypothesis, which is in the
medium category. It was concluded that flipped classroom makes the PjBL take place more efficiently and effectively. Further studies
can be carried out to determine how students use the learning materials, how teachers design the PjBL strategy in an online platform,
their effect on scientific literacy, and how to combine PjBL with other approaches.
Keywords: Environment-based learning resources, flipped classrooms, project-based learning, scientific literacy
Scientific literacy is a critical competency for people to take an essential role in science, technology, and social
advancement. It is important to note that this competence is still a problem for most students worldwide. Therefore, this study
analysed students' scientific literacy differences between a project-based learning flipped classroom (PjBL-FC) and a project-based
learning (PjBL) class assisted by learning resources in wetlands environments. This quasi-experimental study used a non-equivalent
control group design involving Class X Senior High School as the sample. The data were inferentially analysed by t-test. The results
showed that the scientific literacy of students in the class that applied the PjBL-FC was better than those who applied only PjBL.
Furthermore, all the indicators reach the high to very high category except the ability to propose a hypothesis, which is in the
medium category. It was concluded that flipped classroom makes the PjBL take place more efficiently and effectively. Further studies
can be carried out to determine how students use the learning materials, how teachers design the PjBL strategy in an online platform,
their effect on scientific literacy, and how to combine PjBL with other approaches.
Keywords: Environment-based learning resources, flipped classrooms, project-based learning, scientific literacy
