One of the factors of the low scientific literacy of students is influenced by the learning model used during the learning process. This study aims to determine the effect of the problem based learning (PBL) model using vee diagrams on environmental pollution material on students' scientific literacy skills. The sample consisted of 68 students, consisting of class VII 1 and VII 3 who were selected by purposive sampling technique. The research data were obtained from test questions and response questionnaires, the data were analyzed using the independent sample t-test. The results showed the average N-gain of science literacy abilities of students in the experimental class (0.48 ± 0.16) with "moderate" criteria and the control class (0.23 ± 0.13) with "low" criteria. This shows that learning using the PBL model using vee diagrams has a better effect on increasing students' scientific literacy skills. The results of the questionnaire response analysis had an average percentage was 88.8%.Keywords: Science literacy, problem based learning, vee diagram

The ability to problem solving is one of the higher order thinking skills so it is very important in biology learning. Based on observations, many students have low problem solving skills on the biology learning, especially in the ecosystem materials. This study aims to determine whether the somatic, auditory, visual, and intellectual (SAVI) model is effective to improve students' problem solving skills on the concept of the ecosystem. This study used a quasy experiment, and research design of the matching only pretest-posttest design. This study's population was all 10th-grade students MIPA of Senior High School of Prambanan in Sleman Regency, Indonesia. Sample selection using a random sampling technique from the entire population of class X MIPA, resulting in class X-4 MIPA being chosen as a control group and class X-2 MIPA as an experimental group. Data analysis in this study consisted of two, namely the N-Gain test and hypothesis testing using the independent samples t-test test. The results showed that the results of the N-Gain test in the experimental class were 0.73 (high category), while the control class is a score of 0.59 (medium category). Meanwhile, The results of the research on the independent samples t-test on problem solving skills are the sig value. 0.001, p 0,05. Based on results, it can be concluded that the SAVI model was effectively used in biology learning to improve problem solving skills