This study aims to develop context-based teaching materials and examine their effects on students' scientific literacy skills. This study adopted the developmental research model by Borg & Gall (1983), which was modified into four stages: needs analysis, model development, model validation and implementation. Experts validated the draft of the developed teaching materials, and their practicality was tested prior to their implementation in the experimental class. The implementation of the teaching materials to determine its effectiveness on scientific literacy skills applied a quasi-experimental one-shot case study design. Descriptive and inferential statistics with the analysis of covariance (ANCOVA) test were used. It shows that the context-based teaching materials met the validity and practicality criteria. The results of the analysis of the student's scientific literacy skills in control and experimental classes show a significant difference in ability (p<0.01). The implementation of the teaching materials revealed that the context-based teaching material could improve students' scientific literacy skills (p<0.01). Furthermore, post hoc analysis shows that the students' scientific literacy skills in interpreting data and evidence scientifically is higher than the other two aspects, namely in evaluating and designing scientific enquiry, as well as in explaining phenomena scientifically.