We also review the use of quasi-experimental designs in implementation science, and discuss the strengths and weaknesses of these approaches. In this article we review the use of experimental designs in implementation science, including recent methodological advances for implementation studies. These designs include pre-post designs with a non-equivalent control group, interrupted time series (ITS), and stepped wedges, the last of which require all participants to receive the intervention, but in a staggered fashion. Other implementation science questions are more suited to quasi-experimental designs, which are intended to estimate the effect of an intervention in the absence of randomization. Implementation-focused RCTs, however, usually differ from traditional efficacy- or effectiveness-oriented RCTs on key parameters. Many implementation science questions can be feasibly answered by fully experimental designs, typically in the form of randomized controlled trials (RCTs). Implementation science is focused on maximizing the adoption, appropriate use, and sustainability of effective clinical practices in real world clinical settings. Thus, the application of a scientific approach contributes to students' scientific literacy skills. The research hypothesis shows that there is a difference in the improvement of students' scientific literacy skills between the experimental class and the control class of elementary school students.

Student learning activities in the experimental class have a higher percentage over the control class. The results showed that students' learning activities in the application of scientific learning experienced an increase in scientific literacy skills with very strong criteria. The data analysis technique used independent sample T-Test and Mann-Whitney U. The scientific literacy skills test (TOSLS) measures students' literacy skills, while the observational assessment measures students' responses to the scientific approach. Simple Random Sampling, consisting of an experimental class and a control class, was applied to elementary schools in Cirebon, Indonesia.

The experimental method with a pretest-posttest group design was used in this study. This study aims to analyze the scientific literacy ability of elementary school students through the application of a scientific approach.

Science literacy skills of elementary school students in the era of 21st-century learning are indispensable, scientific literacy skills can be improved through the application of a scientific approach.

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