ABSTRACT
Building coherence between science and other subjects such as mathematics and languages leads to meaningful learning. This study was done to investigate how far learning mathematics and language (Indonesian language) on using themes about science has an impact on the science literacy of secondary schools’ students. The study was done using quasi experiment and descriptive methods, in a collaboration between math, science, and language teachers and university researchers. The teaching and learning processes of all subjects were done by each teacher, while the researchers enrolled as observers. Classes of mathematics and languages took place before classes of science. The results show that learning mathematics and language using themes about science close to their daily life made learning more meaningful. This is indicated by an increase in math and language literacy, which appears to be better than the class that does not promote theme about science. Moreover, the treatment had the positive impact of meaningful learning in science, because they got an initial understanding of science. This led to the enhancement of science literacy, compared to the control class. The important thing was that teachers felt the positive impact of the collaboration between teachers such as a sense of togetherness, sharing experiences and expertise, and finally having a nurturing effect mainly in the teaching practice of meaningful learning.
