<![CDATA[Abstract: This study aims to examine in depth the implementation of project-based Natural and Social Sciences (IPAS) learning in developing the scientific literacy skills of fifth-grade students at SDN 131/II SKB Muara Bungo. This study was conducted to address the low level of students’ scientific literacy, which is associated with passive, conventional learning practices that emphasize rote memorization. This study employed a qualitative method with a descriptive approach. Data were collected naturally in the field through classroom observations, in-depth interviews with the fifth-grade homeroom teacher, and documentation. The researcher served as the primary research instrument, analyzing the data contextually to provide an authentic description of the learning process. The findings reveal that project-based IPAS learning was implemented through systematic stages, including introducing fundamental concepts, organizing students into collaborative groups, engaging them in authentic project activities (such as earthquake simulations and the development of instructional teaching aids), and conducting reflective evaluation sessions. Teachers’ strategies, particularly the use of guiding questions and reinforcement through two-way interaction, effectively enhanced students’ active participation, collaboration, critical thinking skills, and scientific literacy. This study is limited by its focus on a single fifth-grade class in one elementary school, which restricts the generalizability of the findings. In addition, several practical challenges were encountered during the implementation, including a classroom environment that occasionally became less conducive due to students’ high levels of physical activity and unequal participation among group members.]]>
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