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This article aimed to obtain and to analyze the differences scores of scientific thinking ability between the children whom got the scientific literacy learning and classical learning. The background of the study is the lack of science activities in early childhood education due to several things: (1) Teacher competency towards knowledge of science concept; (2) Some teachers have not comprehended about planning and developing science activities, organazing learning environment, and devoting support to children in playing activities of science; (3) The lack of knowledge about scientific thinking ability of early childhood. It used quantitative approach with a quasi-experimental design. It was conducted at RA Nurul Huda, Bandung that involved 30 children, aged 5 to 6 years old, which divided into two classes, control and experiment. The data were obtained through questionnaire and it was analyzed by Independent Sample t-Test method. The results showed that there was a difference score between two classes towards scientific thinking ability of scientific literacy implementation since the p-value (0.00) is less than 0.05 and the avarage of N-Gain of experiment class (133,503) is greater than control class (130, 169). In conclusion, the implementation of scientific literay is able to enhance the scientific thinking ability of early childhood. For further studies, scientific literacy implementation might be developed to discover and to improve the critical thinking of early childhood.

The Implementation of Scientific Literacy in Enhancing Scientific Thinking Ability for Early Childhood