Science Literacy Based on Religious Values in Shaping the Critical Thinking Framework of Generation Z

Abstract

The development of the digital environment has given Generation Z broad access to information, including scientific information with varying levels of credibility. This situation requires scientific literacy and critical thinking skills to ensure that information can be understood, verified, and used responsibly. This study aims to analyze the concept of science literacy based on religious values, examine its contribution to the development of critical thinking, and formulate a critical thinking framework for Generation Z. The study employs a library research method, drawing on scholarly articles, books, and academic documents relevant to science literacy, OECD/PISA, critical thinking, religious values, and Generation Z. The data are analyzed using content analysis to identify, categorize, compare, and synthesize relevant ideas. The findings indicate that science literacy based on religious values can be formulated through the integration of scientific competencies with the Islamic values of *tabayyun* (verification) and *tafakkur* (reflective contemplation). The resulting conceptual framework comprises four components: scientific understanding, information verification, evidence evaluation, and reflection and decision-making. Science literacy provides the foundation of knowledge and evidence, critical thinking guides the processes of analysis and evaluation, while religious values provide an ethical and reflective orientation. This framework offers a conceptual foundation for strengthening critical thinking among Generation Z in navigating the complexities of digital information.