<![CDATA[The low level of scientific literacy among elementary school students remains a major challenge in implementing 21st-century learning and the Merdeka Curriculum. Science and Social Learning (IPAS) instruction in elementary schools is still predominantly theoretical and has not fully developed students’ scientific thinking skills. This study aims to describe the design of integrated IPAS learning in strengthening elementary students’ scientific literacy at SDIT Alam Nurul Islam Dua Ngawi. The research employed a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews, and documentation. Data analysis used an interactive model consisting of data reduction, data display, and conclusion drawing. The findings revealed that the integrated IPAS learning design, which combines inquiry-based learning, experiential learning, and the use of the environment as a learning resource, successfully increased student engagement in the learning process. The strengthening of scientific literacy was reflected in students’ abilities to explain scientific phenomena, conduct simple investigations, and interpret scientific data and evidence critically. Furthermore, environment-based learning created more contextual, meaningful, and relevant learning experiences for students. Therefore, the integrated IPAS learning design can serve as an innovative alternative in implementing the Merdeka Curriculum to improve elementary students’ scientific literacy.]]>
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