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Scientific literacy is the main key in science education. This study aims to describe the scientific literacy of high school students in phenomenon-based experiential learning on the optical matter. This study was conducted with a mixed method with an embedded experimental model that refers to Cresswell and Clark (2007). The subjects were 27 high school students of grade XI. The instruments used open-ended questions and interview guides. Data analysis was conducted qualitatively by categorizing the level of scientific literacy based on test answers and further tracking with interviews. The analyzed showed that there were differences in the scientific literacy of students with a mean of the test, from 25.25 became 40.02. Students' scientific literacy is in the moderate category. The results showed that there was a strong influence of phenomenon-based experiential learning on students' scientific literacy, especially at the stage of giving problems and learning experiences.

Scientific Literacy; Fenomenon-Based Experiential Learning; Geometric Optical