<![CDATA[The urgency to enhance scientific reasoning and literacy among vocational high school students is growing in response to the demands of 21st-century industries, which emphasize critical, contextual, and evidence-based thinking. This study aims to describe the profiles of tenth-grade students’ scientific reasoning and scientific literacy within the context of IPAS (Integrated Science and Social Science) instruction, particularly on the topic of living organisms and their environments. Conducted at SMKN 1 Wirosari using a descriptive quantitative approach, data were collected through questionnaires and classroom observations, each employing five indicators for both scientific reasoning and literacy. The findings reveal that most students demonstrated moderate to high levels of scientific reasoning, while their scientific literacy tended to cluster at a moderate level, with fewer students reaching high proficiency. Observation data supported the survey results, showing consistent patterns between students' perceptions and their classroom behaviors. These findings offer a valuable foundation for developing instructional strategies or digital learning modules that integrate environmental awareness with scientific skill development tailored to the needs of vocational students.]]>
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