<![CDATA[This study aimed to develop and evaluate the effectiveness of Science, Environment, Technology, and Society (SETS)-oriented Science and Social Studies (IPAS) teaching materials in improving elementary school students' scientific literacy and collaboration. The study employed a Research and Development (R&D) approach using the ADDIE model, followed by a quasi-experimental pretest–posttest control group design to examine the effectiveness of the developed teaching materials. The participants consisted of 48 fifth-grade students, including 24 students in the experimental class and 24 students in the control class. The developed teaching materials were validated by material, media, and language experts, while practicality was evaluated by two teachers and 24 students. Data were collected through scientific literacy tests, collaboration observation sheets, validation sheets, and practicality questionnaires. The data were analyzed using descriptive statistics, N-Gain analysis, and Multivariate Analysis of Variance (MANOVA). The developed teaching materials achieved an average validity score of 95.20% (very valid) and a practicality score of 95.57% (very practical). The N-Gain analysis showed a high improvement in scientific literacy (0.7253) and a moderate improvement in collaboration (0.6498). MANOVA revealed a significant difference between the experimental and control groups (p < .001). These findings indicate that SETS-oriented IPAS teaching materials effectively improve students' scientific literacy and collaboration through contextual, collaborative, and technology-enhanced learning.]]>
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