Science literacy and science process skills are important
abilities which should be mastered by students to be able to survive living in
the 21st century. The problems occurred in students are they did understand
science but only the concepts which are not directly applied in everyday life.
This showed the low science literacy and science process skills of students.
Therefore, changes in the pattern of teaching and learning both in terms of
teacher’s approaches and methods of teaching must be immediately carried out to
resolve these problems. This study aimed to answer the question of whether the
application of the Science Technology Society (STS) approach affected students'
science literacy and science process skills. The method used in this study was
a pretest posttest control group experimental design. The research was
conducted in one of the high schools in Banda Aceh, Aceh, Indonesia with 64
students as subjects divided into two classes namely the experimental class and
control class consisted of 32 students each class. The research period was 20
days, from October to November 2018. The parameters were science literacy and
science process skills. The instrument used was an objective test with five
alternative answers. Data collection was done through pretest and post-test.
Data analysis of science literacy and science process skills was carried out by
comparing the initial ability (the results of the pretest) with the final
ability (n-Gain) and the significance tested with two different test averages
using the independent sample t-test. The results showed that the final ability
of science literacy and science process skills between the experimental class
and the control class had significantly
different. The conclusion of the
results of this study was the application of the Science Technology Society
(STS) approach influencing the science literacy and science process skills of