Scientific literacy is the ability to understand, communicate and apply the ability of science to solve problems so that it can draw conclusions based on facts and data in making decisions from changes that occur due to human activities. Strengthening scientific literacy skills in addition to requiring student motivation, teachers also need to consider learning strategies that are in accordance with the current conditions of technological development and the potential of students which in the learning process can provide direct experience. The importance of scientific literacy in learning in schools, especially in the field of science requires teachers to develop learning modules that are in accordance with their goals, namely strengthening the scientific literacy of junior high school students in which there are several QR-Codes that can be scanned via an Android cellphone, because the module is a related part. directly with students and is generally used as the main guide for teachers and students in the learning process. This study aims to evaluate the validity, practicality, and effectiveness of the science learning module on environmental pollution topics to strengthen the scientific literacy of junior high school students. The research method used is the development of Tessmer which includes 1) self evaluation, 2) expert review, 3) one to one evaluation, 4) small group evaluation and 5) field test. Learning tools developed are modules. The research was conducted in class VII SMPN 1 Martapura. The research subjects consisted of 3 expert teams, 3 students of class VII B on the individual test, 6 students of class VII F on the small group test and 28 students of class VII G on the field test. The results showed that 1) the validity of learning tools based on experts was declared very valid, the level of readability of the module was stated to be very practical, 2) the practicality of the learning tools based on the implementation of the students 'modules was stated to be very practical, and 3) the effectiveness of learning devices based on students' achievement in learning outcomes, Characteristic behavior, skills and students' responses were stated positively.