ABSTRACT
The purpose of this research is to discover the influence of learning models (Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) and Scientific (5M)) learning models and critical thinking skills on students’ chemical literacy. The population of the research was students of class XI science at one of the secondary schools in Jakarta. The research instrument used is a critical thinking test and a chemical literacy test in a buffer solution course. Chemical literacy test results were analyzed using the two-way ANOVA method, and then continued with the Tuckey test at a significance level of 5%. The result of the research can conclude that the students’ chemical literacy using the PDEODE learning model is higher than using the 5M learning model. There is no significant interaction effect between learning models and critical thinking skills to chemical literacy. The students’ chemical literacy with the PDEODE learning model is higher than the 5M learning model for high and low critical thinking groups. It means that the PDEODE learning model can be used in high and low critical thinking groups to increase students’ chemical literacy.
