<![CDATA[Background. Urban flooding is a contextual environmental problem that requires students to understand scientific processes and develop responsible environmental responses. Elementary science learning therefore needs to provide opportunities for students to investigate authentic environmental phenomena and connect scientific knowledge with everyday problems. Purpose. This study aimed to examine the implementation of inquiry-based and digital simulation-assisted IPAS learning and its potential to improve elementary students’ science literacy and flood mitigation behavior. Method. This study employed a quantitative approach with a quasi-experimental one-group pretest-posttest design. The learning intervention integrated inquiry activities with digital simulations of urban flood phenomena. Data were collected using a science literacy test, a flood mitigation behavior questionnaire, and learning observation sheets. Instrument validity was assessed using expert judgment and Aiken’s V, while reliability was examined using Cronbach’s Alpha. Data were analyzed using descriptive statistics and normalized gain (N-Gain). Results. Students’ mean science literacy score increased from 61.25 on the pretest to 84.60 on the posttest, representing an increase of 23.35 points. The overall N-Gain was 0.71, categorized as high Conclusion. The findings indicate that inquiry-based and digital simulation-assisted IPAS learning can support the development of elementary students’ science literacy and flood mitigation-related awareness and behavior. The approach provides a contextual learning experience that connects scientific investigation with authentic urban environmental problems.]]>
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