<![CDATA[Science and Social Studies (IPAS) learning in elementary schools requires active student engagement, as the subject matter is closely related to real-life experiences. However, IPAS instruction in Grade V at SDN Sukamanah 2 indicates low levels of student participation. This study aims to describe the condition of student participation in IPAS learning and to identify the need for developing more participatory instructional practices through a preliminary study. The research employed a qualitative-descriptive approach with two primary data sources: literature review and field study. The field study was conducted through classroom observations and semi-structured interviews with the Grade V teacher and several students. The results of classroom observations revealed that the learning process was still predominantly teacher-centered, student involvement in discussions and question-and-answer sessions was limited, most students appeared passive, rarely asked questions, and showed low enthusiasm during the lesson. Two-way interaction between teacher and students had not developed optimally, and classroom activities had not fully provided opportunities for active participation. Interview findings indicated that instructional practices had not been consistently designed to promote active engagement, and the teacher experienced challenges in developing more varied and interactive learning activities, although there was an expressed need and interest in implementing more engaging and participatory classroom experiences. These findings indicate a gap between the developmental characteristics of elementary school students and the current IPAS instructional practices. This preliminary study provides an empirical foundation for designing subsequent research focused on developing more participatory IPAS learning in elementary schools]]>
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