<![CDATA[The implementation of the Merdeka Curriculum places Learning Outcomes (Capaian Pembelajaran/CP) as the primary reference in the teaching and learning process. At the elementary school level, Science and Social Studies (IPAS) is designed to develop students’ critical thinking, problem-solving skills, and contextual understanding. This study aims to analyze the achievement of IPAS Learning Outcomes in Phase B and examine the alignment between classroom implementation and the targets of the Merdeka Curriculum at SDN 1 Gunung Terang. A qualitative approach with a case study design was employed. Data were collected through classroom observations, in-depth interviews with Grade III and Grade IV teachers, and document analysis, including teaching modules, learning objectives flow, worksheets, and student portfolios. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings revealed that the implementation of IPAS Learning Outcomes in Phase B was conducted effectively and aligned with the curriculum objectives. The success of implementation was supported by the utilization of the school and community environment as contextual learning resources. School gardens, traditional markets, and community health centers were integrated into learning activities to provide meaningful and authentic learning experiences. However, differences in students’ learning readiness emerged as a challenge, highlighting the need for differentiated instruction strategies. The study concludes that environment-based contextual learning effectively supports the achievement of IPAS Learning Outcomes and contributes to the development of students’ critical thinking, social awareness, and understanding of real-life phenomena in accordance with the goals of the Merdeka Curriculum.]]>
