This study aims to analyze the effectiveness of on junior high school students’ science literacy skill in digestion system material. This study is a quasi experiment with one group pre-test and post-test. The subjects are 25 students of Class VIII in SMPN-3 Pangkalan Lada Kalimantan Tengah in academic year 2016/2017. Before contextual learning is done, all students are given a science literacy skill test (Pre-test) and after student learning is given the same test again. The data of pre-post test collected are analyzed qualitatively and quantitativelyusing paired t-test and N-gain score. The result of the study shows that there is an increase of students’ science literacy skill score after significant contextual learning at α = 5%, in each indicator, : (1) the indicators to identify scientific issues increase to 78.86% categorized as good; (2) the indicators to explain scientific phenomena is 70.86%, categorized as  moderate; and (3) indicators using scientific evidence is 78.61% categorized as good. Therefore, It can be concluded that contextual learning is effective to improve students’ literacy skills.