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Objective: This study aimed to determine the effectiveness of contextual phenomena-based learning to increase scientific literacy in three Basic Physics materials.. Method: This research method is descriptive and quantitative with the type of Pre-Experimental research. The subjects of this study were 27 students of Physics Education class A at Surabaya State University class of 2022. Result: The results of the data analysis showed that learning based on contextual phenomena to increase scientific literacy was an excellent category to apply. This is shown by implementing learning on the three materials with suitable criteria. Student activities for each material are in very good criteria. Moreover, the average N-gain value obtained through the Pre-test and Post test scores on the third material is in the high category. As well as the results of the average student response to the learning that is applied is also in the high category and gets a positive response from students. From the four results of data analysis, it can be interpreted that learning based on contextual phenomena effectively increases scientific literacy. Novelty: The application of contextual phenomena-based learning in the materials on Works and Energy, Momentum, and Fluids at the college level to improve scientific literacy

This research aims to describe the external factors of the learning difficulties of building technical education students on the course of mechanical mechanics 1 at the State University of Jakarta. This research uses the ex-post facto method with a quantitative approach. This research is done by collecting data from questionnaires, interviews, and learning outcomes. Based on the results of the study, the causative factors of students' learning difficulties in the course of Mechanical Mechanics 1 in the Building Engineering Education study program are factors of means and infrastructure, factors of learning methods and factors of campus interaction. On the factors of facilities and infrastructure, 39.8% of respondents agreed that the absence of Mechanical Mechanics module 1 made them difficult to learn, 34.9% of respondents agreed that the room was too full by students making it unable to focus on learning Mechanical Mechanics 1, and 33.7% of respondents strongly agreed that they were uncomfortable studying Mechanical Mechanics 1 in the classroom when there was noise of motors, cars or other transportation from the outdoors. On the learning method factor, 55.4% of respondents disagreed they had studied Mechanical Mechanics 1 material at night for tomorrow's material. On the campus interaction factor, 56.6% of respondents disagreed they were close to the lecturer.