<![CDATA[ Science and Social Studies (IPAS) learning within the Merdeka Curriculum demands the implementation of instructional models capable of facilitating active student engagement while optimally improving learning outcomes. This study aims to analyze the comparison of IPAS learning outcomes of third-grade elementary school students through the application of the Direct Instruction model in Chapter 4 (Energy and Its Changes) and the Problem Based Learning model in Chapter 6 (I Am Part of Society). The research employed a quantitative approach with a quasi-experimental one-group comparative design. The research subjects consisted of 20 third-grade students from the same class. Data collection used validated and reliable multiple-choice and short-answer tests. Data analysis included descriptive statistics, Shapiro-Wilk normality test, Levene homogeneity test, and Independent Sample t-Test using SPSS version 26. Results showed that the mean learning outcomes of the Direct Instruction group was 81.25 (Good category) and the Problem Based Learning group was 94.5 (Very Good category), with a mean difference of 13.25. The Independent Sample t-Test yielded t = -4.321, df = 38, and Sig. (2-tailed) = 0.000 < 0.05, thus H0 was rejected and Ha was accepted. These findings indicate a significant difference between IPAS learning outcomes through Direct Instruction and Problem Based Learning models, where Problem Based Learning proved more effective in improving third-grade elementary school students' learning outcomes ]]>
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