Penelitian ini bertujuan untuk mengetahui hubungan dan pengaruh kecerdasan intelektual (IQ) dan pemanfaatan jam belajar siswa di luar jadwal pelajaran terhadap kemampuan literasi sains siswa. Penelitian ini merupakan penelitian kuantitatif dengan model korelasional. Populasi dalam penelitian ini adalah seluruh siswa kelas XI MIPA di SMA Negeri 2 Tarakan. Sampel penelitiannya adalah siswa kelas XI MIPA B yang ditentukan dengan metode pengambilan sampel Purposive Sampling. Analisis data menggunakan uji korelasi Jaspen’s (M) dan di uji lanjutan regresi linear berganda. Hasil penelitian menunjukkan bahwa IQ dan kemampuan literasi sains memiliki korelasi yang dibuktikan dengan nilai rhitung sebesar 0,366 > nilai rtabel sebesar 0,349, artinya Ho diterima dan H1 ditolak. Selain itu, pemanfaatan jam belajar siswa di luar jadwal pelajaran memiliki korelasi dengan kemampuan literasi sains siswa yang dibuktikan dengan nilai rhitung 0,779 > nilai rtabel 0,349, yang berati bahwa Ho diterima dan H1 ditolak. Namun, uji lanjutan regresi linear berganda menunjukkan bahwa IQ dan pemanfaatan jadwal pelajaran di luar jadwal pelajaran secara simultan tidak berpengaruh secara signifikan terhadap kemampuan literasi sains siswa. Hal ini dibuktikan dengan nilai signifikansi 0,124 > 0,05 dan nilai thitung sebesar 2,22 < nilai ttabel sebesar 3,28, yang berarti Ho ditolak dan H1 diterima.

The objective of this study was to establish the correlation and influence of intellectual intelligence (IQ) and the utilization of study hours outside of scheduled lessons on students’ science literacy skills. This study employed a quantitative correlational research model. The population consisted of all class XI MIPA students at SMA Negeri 2 Tarakan. The research sample was selected using purposive sampling and consisted of class XI MIPA B students. Data analysis was conducted using Jaspen’s correlation test (M) and further tested using multiple linear regression. The indicated that Ho was Accepted and H1 was rejected. The study found a correlation between IQ and science literacy skills, with an r-count value of 0.366, which is greater than the r-table value of 0.249. Additionally, there was a correlation between students’ science literacy skills and their utilization of study hours outside of class, with an r-count value of 0.779, which is also greater than the r-table value of 0.349, leading to the acceptance of Ho and rejection of H1. However, additional tests of multiple linear regression revealed that neither IQ nor the simultaneous utilization of off-schedule lessons had a significant impact on students’ science literacy skills. It was supported by the significance value of 0.124, which is greater than 0.05, and the t-count value of 2.22, which is less than the t-table value of 3.28. Therefore, Ho was rejected, and H1 was accepted. Keywords: IQ, Study Hours, Science Literacy