Penelitian ini bertujuan untuk menganalisis dampak pembelajaran daring dan luring terhadap literasi sains studi kasus learning loss siswa SMA Negeri 1 Tarakan. Penelitian ini merupakan penelitian kuantitatif-kualitatif dengan menggunakan metode deskriptif. Pengambilan data pada penelitian ini menggunakan pengukuran Nature of Science Literacy Test (NOSLiT) dan wawancara. Subjek pada penelitian ini adalah siswa kelas X MIPA dan guru mata pelajaran biologi kelas X dengan penentuan sampel menggunakan teknik purposive sampling. Hasil penelitian ini didapatkan nilai persentase kemampuan literasi sains pada indikator penamaan ilmiah sebesar 41,12%, pada indikator kemampuan keterampilan proses sebesar 30,17%, pada indikator kaidah bukti saintifik sebesar 59,95%, pada indikator postulat sains sebesar 54,92%, pada indikator disposisi ilmiah sebesar 47,87% dan pada indikator miskonsepsi utama tentang sains sebesar 34,59%. Nilai rata-rata persentase kemampuan literasi sains siswa sebesar 44,77% dari 132 siswa dikategorikan rendah. Berdasarkan hasil penelitian dan analisis data yang dilakukan menujukkan bahwa terdapat dampak pembelajaran daring dan luring terhadap literasi sains, berpotensi terjadinya learning loss. Hal ini ditandai dengan menurunnya keterampilan literasi sains siswa, penurunan prestasi belajar akibat proses pembelajaran yang tidak efektif, kurangnya interaksi siswa dengan guru, siswa kesulitan memahami materi karena tidak fokus saat pembelajaran dan siswa merasa cepat bosan saat pembelajaran daring.

Kata Kunci : Daring, Learning loss, Literasi Sains, Luring, Pembelajaran.

This study aimed to analyze the impact of online and offline learning on scientific literacy in a case study of student learning loss at SMA Negeri 1 Tarakan. A descriptive method was used in this quantitative-qualitative study. The Nature of Science Literacy Test (NOSLIT) measures and interviews were employed in this study's data collecting. The study's subjects were the students of class X MIPA and biology teachers, and the sample size was determined using a purposive sampling technique. The findings showed that the percentage value of scientific literacy was found to be 41.12% for scientific naming, 30.17% for process skill ability, 59.95% for scientific evidence rule, 54.92% for scientific postulate, 47.87% for scientific disposition, and 34.59% for the most common misconceptions about science. Of the 132 pupils classified as having low levels of scientific literacy, the average value was 44.77%. The results of the study and data analysis suggested that both online and offline learning had an effect on scientific literacy, which may result in learning loss. This was characterized by a decline in students' scientific literacy abilities, a drop in learning achievement as a result of a poor learning process, a lack of student teacher interaction, students' difficulty in understanding the material as a result of their lack of focus while learning, and students' quickly developing boredom when learning online. Keywords: Online, Learning loss, Scientific Literacy, Offline, Learning