This study aims to analyze research trends in reading literacy within science learning from 2015 to 2025 through a Systematic Literature Review (SLR) following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. The initial screening of 150 articles from the WoS Core Collection and SINTA databases yielded 29 articles that met the inclusion criteria. The analysis focused on publication dynamics, contributing countries, participant characteristics, research variables, and the science subjects investigated. The findings indicate that research on reading literacy in science learning remains limited and shows fluctuating development. Most publications originate from national journals indexed by SINTA, with Indonesia as the leading contributor, while international contributions are relatively low. The uneven distribution of publications suggests that sustained attention to reading literacy in science learning is lacking. Therefore, more comprehensive research is needed across different educational levels, subjects, and research variables. These findings can guide researchers in understanding the current direction and gaps in reading literacy research within science learning.
Handayani et al. (Thu,) studied this question.