<![CDATA[The implementation of Natural and Social Sciences (IPAS) instruction in the Merdeka Curriculum requires teachers to be prepared to understand the characteristics of the instruction, plan teaching materials, conduct lessons, and overcome various challenges during the implementation process. This study aims to describe teachers’ readiness to implement IPAS instruction under the Merdeka Curriculum at SDN Bendo 1 Blitar City. The study employed a qualitative approach with a descriptive design. Data were collected through interviews, observations, and document analysis, involving fourth-grade teachers as research informants. Data validity was verified through triangulation of methods, while data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers possess a fairly good level of initial readiness to implement IPAS-based learning, as demonstrated by their understanding of Learning Outcomes (CP), Learning Objective Sequences (ATP), and teaching modules, as well as their ability to apply contextual learning that actively engages students. Teachers also utilize technology and professional communities as sources of support in preparing lessons. However, the implementation of IPAS instruction still faces several challenges, particularly in integrating science and social studies content, developing teaching materials independently, implementing authentic assessments, accommodating the diversity of student characteristics, and optimizing learning resources. Thus, while teachers’ readiness to implement IPAS instruction has improved, it still requires the strengthening of pedagogical and professional competencies, as well as ongoing support from schools, to ensure that the implementation of IPAS instruction under the Merdeka Curriculum can proceed optimally.]]>
