Scientific literacy concentrates on applying scientific knowledge in dealing with everyday life in the 21st century. The demands of the 21st century urge the development of scientific literacy through a series of learning activities. This study aimed to investigate: (1) the effectiveness of RICOSRE and guided-inquiry learning in promoting students’ scientific literacy and (2) the quality of students’ scientific literacy after being taught with RICOSRE and guided-inquiry models. This study employed a mix-methods design with a concurrent embedded model. It involved 57 tenth-grade students from the Natural Science Program of Senior High School Number 1 (SMAN 1) Batu, Indonesia. The students were assigned to two groups: RICOSRE (27 students) and guided-inquiry (30 students). The participants’ scientific literacy was measured using a pre-test, a post-test, and semi-structured interview guidelines that were developed based on the indicators of scientific literacy. The quantitative data analysis was comprised of two stages using the prerequisite assumption tests (normality and homogeneity) and the hypothesis test (one-way analysis of covariance). The effect size testing followed it. Meanwhile, the qualitative data analysis was performed descriptively by describing the pattern of the students’ scientific literacy quality. This study showed that RICOSRE was effective in promoting students’ scientific literacy in terms of quantity and quality. Therefore, this learning model can be implemented in the classroom.
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