The ability of scientific literacy and self-efficacy becomes an essential part of learning chemistry in the framework of preparing students to enter the industrial era 4.0 and the era of society 5.0. The Scientific Critical Thinking (SCT) model is one of the models to practice student’s scientific literacy skills and self-efficacy in learning the buffer solution concept. The research conducted during COVID 19, so learning carried out online using the Google Classroom and Zoom Meeting applications. The research design uses the type of pre-experiment with one group pretest-posttest design. The sample of this study were students of class XI MIPA 3 of SMAN 6 Banjarmasin in 2019/2020. The independent variable is the SCT, and the dependent variable is the ability of scientific literacy and self-efficacy. Data collection uses test and non-test techniques. Data analysis techniques used descriptive and inferential analysis techniques. The results of this study indicate (1) there is a significant difference in scientific literacy ability between the results of the pretest and posttest with tcount> ttable ie 13.2> 2, 00, (2) there is a significant difference in students’ self efficacy with tcount <ttable ie 8.53> 2, 00, (3) students respond with criteria both for learning with the SCT model. Thus, the Scientific Critical Thinking model can train the scientific literacy ability and self-efficacy of students of XI MIPA 3 students at SMAN 6 Banjarmasin.