| 總結: | This study investigates the impact of integrating green chemistry principles and Indonesian local wisdom into chemistry textbooks on students' scientific literacy. Using a quasi-experimental pretest-posttest control group design, the research involved 282 eleventh-grade students (N = 282) divided into an experimental group (N = 140) and a control group (N = 142), selected through cluster random sampling. Both groups were taught the topic of chemical bonding over a four-week period. The experimental group used a context-based textbook incorporating culturally relevant examples and green chemistry principles, supported by a context-based learning model. The control group received conventional instruction using standard textbooks and a teacher-centered approach. Scientific literacy was measured using an essay-type test aligned with eight literacy indicators, validated by experts (CVI = 0.87; κ = 0.79). Due to non-normal data distribution, the Mann–Whitney U test was used to analyze gain scores. The results showed that the experimental group significantly outperformed the control group (U = 4191.5, p = 0.000, r = 0.502). Gender-based analysis also indicated no significant difference in outcomes between male and female students. These findings suggest that integrating green chemistry and local wisdom into chemistry instruction can improve students’ scientific literacy and foster more inclusive, culturally grounded education.
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