<![CDATA[Scientific literacy is an important competency in IPAS learning because it enables students to understand scientific phenomena, use scientific evidence, and apply scientific knowledge in everyday. However, student’s scientific literacy skills are still relatively low, indicating the need for lerning models that actively engage students in thinking, discussing, and sharing ideas. This study aims to assess the effectiveness of the Think-Pair-Share (TPS) instructional method on the scientific literacy skills of fourth-grade students in Natural and Social Sciences (IPAS) classes. The study employs a quantitative technique using a true experimental framework, specifically a pretest-posttest control group design. The sample consisted of 50 students chosen using cluster random sampling, divided into an experimental group and a control group, with each group containing 25 students. The data collection employed a scientifically validated literacy assessment, guaranteeing both validity and reliability. The data analysis included evaluations of validity, reliability, normality, and homogeneity, along with an Independent Samples t-test and an N-Gain test. The results indicate that the mean score of the experimental group increased from 58.00 to 82.40, whereas the control group score rose from 60.00 to 72.00. The Independent Sample t-test yielded a significant value of 0.002 (p < 0.05), signifying a considerable difference in scientific literacy skills between the experimental and control groups. The N-Gain test results reveal that the experimental class achieved a score of 56% (classified as "moderately effective"), whereas the control class obtained a score of 28% (classified as "ineffective"). The Think-Pair-Share instructional technique significantly improves the scientific literacy competencies of fourth-grade students in IPAS classes.]]>
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