One of the characteristics of 21st century learning is the need to empower higher order thinking skills, especially in science learning. This research is a survey research that aims to determine how the learning process in the field and the desire of students to learn science in empowering higher order thinking skills. Respondents in this study were 102 students of the Faculty of Mathematics and Natural Sciences, The State University of Makassar for the academic year 2019/2020. The instrument used in the instrument sheet was a questionnaire to measure student needs and a deep interview sheet. The results showed that students considered the learning process still negative in its application process. In addition, students also need an innovative learning process that can activate students in the learning process, train critical and creative thinking skills facilitate students to always learn collaboratively, and be able to apply their knowledge in everyday life. Therefore, a solution is needed, namely the development of appropriate learning models in science learning in empowering higher order thinking skills during the learning process.

Environmental literacy is an attitude and behavior that must be possessed by a student in protecting the environment. Therefore, it is necessary to carry out a plan and action to empower environmental literacy through education. This study aimed to determine the effect of the problem-based learning with environmental-based comic (PBLEC) model in empowering students' environmental literacy in Indonesia. This type of research was a quasi-experimental posttest-pretest non-equivalent control group design<em> </em>study involving 97 students at the University of Muhammadiyah Makassar, South Sulawesi, Indonesia. Students' environmental literacy data was obtained by using an exam technique using an essay test instrument sheet, then the results were analyzed using descriptive statistics and one-way inferential analysis of covariance (ANCOVA). The results of statistical analysis showed that the PBLEC model has an effect on students' environmental literacy. The average score achieved by students in the class group using PBLEC is higher than students who are taught by the problem-based learning (PBL) learning process and conventional learning. Therefore, the use of the PBLEC model can be used in the learning process as an effort to grow and improve student environmental literacy.

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