Dwi Agnes Setianingrum, Sabar Nurohman, M.Pd. / JSER 2022, 6(1), 51 JSER Journal of Science Education Research Journal homepage: www.journal.uny.ac.id/jser The Development of Student Worksheets With A Contextual Approach to Improve Students’ Science Literature Capabilities Dwi Agnes Setianingrum * , Sabar Nurohman 2 1,2 Study Program of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta Corresponding Author. Email: dwiagnes.2017@student.uny.ac.id, sabar_nurohman@uny.ac.id ABSTRACT Keywords: Development Research, LKPD, Contextual Approach, Scientific Literacy, Excretion System in Humans. The aims of this study: (1) analyze the feasibility of LKPD with a contextual approach, (2) analyze the practicality of LKPD with a contextual approach, (3) analyze the effectiveness of LKPD with a contextual approach to improve students' scientific literacy skills. This study uses the Thiagarajan 4D (Four-D Model) development model, consisting of four stages, namely the definition stage, the design stage, and the development stage. The dissemination stage was not carried out, this research was only limited to testing the feasibility and effectiveness of the product. The results showed that: (1) LKPD with a contextual approach was feasible, judging from the results of the material validator 3.54 (very good), the results of the media validator 3.89 (very good), and the results of the teacher validator 3 (very good), ( 2) the results of the analysis of the students' responses are 3.12 (very good), (3) based on the results of the analysis of N-Gain and Effect Size, LKPD with a contextual approach is effective in improving students' scientific literacy skills (N-Gain 0.56 (moderate) Effect Size 1.22 (height)). Based on the analysis of the Paired Sample T Test, there is a significant difference between the pretest and posttest scores. INTRODUCTION The development of the world in the 21st century occurs very rapidly following the era of globalization which is marked by the increasingly intertwined science and technology. The rapid development of science and technology can affect various fields of life, one of which is in the field of education. Especially in science education today, students are directed to be able to prepare for life in order to be successful in the 21st century. One of the skills needed by students in the 21st century is scientific literacy (Liu et al., 2009). The results of the evaluation of Trends in Mathematics and Science Study (TIMSS) in 2011 for the field of science/science class VIII, Indonesia ranks in the top 5 from the bottom (along with Macedonia, Lebanon, Morocco, and Ghana). Indonesia's ranking (39/42 with a score of 406) is below Palestine, Malaysia, and Thailand. The value obtained by Indonesia decreased compared to the results in 2007 which was ranked 36 out of 49 countries that participated with a score of 427 (Hariapsari & Astriani, 2015). The 2009 PISA data shows that Indonesia's ranking has only been able to occupy the bottom 10 of the top 10 of 65 countries. There are three aspects studied by the Program for International Student Assessment (PISA), namely reading skills, mathematics, and science. The results of the 2009 PISA survey showed reading skills at 57, mathematics at 61, and science at 60. This predicate reflects that Indonesian children are still low in scientific literacy skills, including identifying scientific problems, using scientific facts, understanding living systems, and understand the use of science equipment (Hayat, 2011). Based on PISA data (Program for International Student Assessment), the scientific literacy ability of students in Indonesia is still very