<![CDATA[This study examines how scientific and popular article literacy is integrated into the operational curriculum of Shafta High School Surabaya. The study was conducted in response to the need to strengthen students’ academic literacy, scientific reasoning, and ability to communicate academic ideas in accessible language. A qualitative descriptive design was employed. Data were collected through semi-structured interviews, classroom observations, and document analysis. The participants were selected purposively and consisted of school leaders, curriculum managers, Indonesian language and civics teachers, and students in grades XI and XII who had participated in scientific writing activities. The data were analyzed using thematic analysis through transcription, coding, categorization, theme development, and interpretation. The findings show that scientific writing has been included in the school’s operational curriculum, particularly in Indonesian language and civics subjects. However, its integration remains implicit, fragmented, and dependent on individual teacher initiatives. Popular article writing has not yet been systematically connected with scientific writing, causing students to experience difficulties in adapting scientific ideas into simple, communicative, and public-oriented language. This study concludes that integrating scientific and popular article literacy requires clearer curriculum planning, teacher training, project-based learning, structured writing modules, and assessment rubrics that measure both scientific reasoning and communicative clarity.]]>
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