<![CDATA[Learning practices remain largely focused on memorization and lower-level comprehension, limiting students' ability to analyze, evaluate, and construct ideas critically. This study aimed to analyze and evaluate the effectiveness of the scientific approach in enhancing elementary school students' literacy skills and HOTS. The study employed a quantitative approach using a quasi-experimental method with a Non-Equivalent Control Group Design. The research participants consisted of two fourth-grade classes in an elementary school, comprising 26 students in the experimental group and 26 students in the control group. Data were collected through literacy tests, HOTS tests, and teacher observation sheets. The research instruments were designed to assess students' abilities to comprehend, interpret, evaluate, and respond to texts, as well as their abilities to analyze, evaluate, and generate ideas based on the learning materials. Data were analyzed using descriptive statistics, normality tests, homogeneity tests, Analysis of Covariance (ANCOVA), and N-Gain analysis. The findings revealed that the scientific approach was more effective than conventional instruction in improving students' literacy skills and HOTS. The experimental group also demonstrated better learning improvement than the control group. The study concludes that the scientific approach effectively promotes the integrated development of literacy skills and higher-order thinking skills through active, critical, and reflective learning processes. The findings imply the importance of implementing the scientific approach as a pedagogical foundation for creating meaningful Indonesian language learning that supports the development of twenty-first-century competencies.]]>
