<![CDATA[This study aims to explain how science learning is implemented for third-grade elementary school students based on the Independent Curriculum. This study used a descriptive qualitative approach. Data were collected through observation, semi-structured interviews with class teachers, and document analysis, including teaching modules and learning activity notes. Data analysis was conducted using the interactive model by Miles, Huberman, and Saldana. This process includes data reduction, data presentation, and conclusions and verification. Data validity was guaranteed through technical triangulation. This research was conducted at SDN Jambangan with the class teacher, Mrs. Yenny Eka. The research showed that the implementation of science learning for third-grade students under the Independent Curriculum used a structured open module. The module contained Learning Outcomes, Learning Objectives, and Learning Objective Flow. Teachers used scientific methods, active learning strategies, local wisdom, and differentiated learning through remedial and enrichment programs. The use of media and learning resources was considered very good, but teacher preparation and assessment tools still need improvement. Therefore, joint support from schools, education offices, and teachers is needed to maximize the implementation of third-grade science and education learning within the Independent Curriculum in elementary schools.]]>
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