<![CDATA[@font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0cm; margin-right:0cm; margin-bottom:10.0pt; margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-fareast-font-family:Calibri; mso-ansi-language:EN;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:11.0pt; mso-ansi-font-size:11.0pt; mso-bidi-font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-fareast-font-family:Calibri; mso-hansi-font-family:Calibri; mso-bidi-font-family:Calibri; mso-ansi-language:EN;}.MsoPapDefault {mso-style-type:export-only; margin-bottom:10.0pt; line-height:115%;}div.WordSection1 {page:WordSection1;}This study sought to enhance elementary school students’ scientific reasoning through science, technology, engineering, and mathematics (STEM)-based science instruction grounded in Lawson’s framework. Classroom action research following the Kemmis, McTaggart, and Nixon model was conducted across three cycles with 35 fourth-grade students at SD Amaliah Bogor, West Java. Each cycle comprised planning, action, observation, and reflection. Data were collected using an elementary-level adaptation of the Lawson Classroom Test of Scientific Reasoning, a lesson-implementation observation sheet, field notes, and documentation. The data were analyzed using descriptive-comparative procedures involving mean scores, mastery percentages, gains across cycles, and changes across Lawson’s six reasoning dimensions. The findings showed that the mean scientific reasoning score increased from 37.50 at the pre-cycle stage to 51.00 in Cycle I, 72.00 in Cycle II, and 85.13 in Cycle III. Classical mastery increased from 11.43% to 88.57%, thereby exceeding the 80% success criterion. The greatest improvement occurred in the control-of-variables dimension through investigation, measurement, solution design, prototype testing, and evidence-based reflection. These findings demonstrate that Lawson’s dimensional profile can serve as a basis for reflection and the progressive refinement of STEM instructional actions.]]>
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