This study aims to analyze significant differences in chemical literacy and learning independence simultaneously and respectively between students who learn with the ethnochemical-based Flipped Problem-based Learning (FPBL) model and students who learn with a scientific approach, determine the effective contribution of the ethnochemical-based FPBL learning model compared to the scientific approach to chemical literacy and learning independence simultaneously and respectively and determine the profile of learning independence and chemical literacy of high school students who take part in ethnochemical-based FPBL learning on buffer solution material. The research method was conducted with a quasi-experiment using a pre-test post-test control group design. The population of this study were students of grade XI MIPA in the northern part of Sleman Regency. The data obtained were then analyzed with the MANOVA test using a significance level of 5%. The results of the MANOVA test showed: (1) there are significant differences in chemical literacy skills and learning independence between students who learn with the ethnochemical-based FPBL model and the scientific approach to buffer solution material both simultaneously and individually; (2) the effective contribution of the ethnochemical-based FPBL model compared to the scientific approach to the chemical literacy skills and learning independence of students simultaneously is in the high category, while individually for learning independence is in the medium category and for chemical literacy is in the high category; (3) the profile of chemical literacy and learning independence of students in the experimental class is dominated in the Good (B) category. Overall, the ethnochemical-based FPBL model has an effect on improving students' chemical literacy and learning independence in buffer solution material. © 2025 Author(s).
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