<![CDATA[Science process skills (SPS) require learners to coordinate hypothesizing, variable identification, experimentation, evidence interpretation, and conclusion drawing. This quantitative research-and-development study reports the developmental feasibility of wetland-contextualized fluid statics teaching materials produced through ADDIE and evaluated in a one-group developmental trial. The package comprised a lesson plan, student worksheets, teaching materials, and a 12-item essay learning-outcomes test. An intact Grade X B class at SMK ISFI Banjarmasin (n = 25) used the package across four meetings. Evidence consisted of expert product ratings, lesson-plan implementation observations, repeated SPS observations by two observers, and aggregate pretest-posttest cognitive scores. Overall product ratings were 3.63 for the lesson plan, 3.85 for the worksheets, 3.65 for the teaching materials, and 3.82 for the learning-outcomes test, all within the study's highest reported category. The reported overall implementation score was 3.63. Mean cognitive performance increased from 1.29 to 57.77, with a reported normalized gain of 0.57. Mean SPS increased from 3.50 in Meeting 1 to 4.00 in Meeting 4. The findings support developmental feasibility in the original context, but the single-group design, small sample, aggregate reporting, unspecified forms of several reported consistency coefficients, final-meeting ceiling effects, and context-specific curricular artifacts limit causal inference and direct transfer to current curricula. Accordingly, the study provides context-specific evidence for the potential of wetland-based instructional materials to support science process skills while highlighting the need for larger, controlled, and curriculum-aligned validation studies.]]>
