Scientific literacy is the ability to use knowledge to explain phenomena or solve problems scientifically. This competency has been to be a problem for most students. The study aims to determine the differences in scientific literacy of students who learn using the project-based learning-flipped classroom model (PjBL-FC) and students who use the project-based learning model. Both groups used the wetland environmentlearning resources. This quasi-experimental research with nonequivalent control group design took a sample of students in class X PMIA 2 (experimental class) and X PMIA 1 (control class). Research data were analyzed descriptively and inferentialy by t-test using SPPS version 25. Scientific literacy instruments and student responses used were very valid with the Aiken's V scores of 0.95 and 1.00, respectively. The study concluded that there were differences in the scientific literacy abilities between experiment and control class where students of experimental class have better scientific literacy than the control class. Students also gave a very positive response to the application of the PjBL-FC learning model with learning resources for the wetland environment.