The Implementation of Scientific Literacy in IPAS Learning among Grade V Students at Primary School

Abstract

This study aims to describe the implementation of scientific literacy in IPAS (Integrated Natural and Social Science) learning among Grade V students at SD YPK Yeflio, Sorong Regency. The research employed a qualitative approach with descriptive methods, designed to understand phenomena that do not require quantification. Data were collected through three techniques: structured observation, in-depth interviews, and documentation. Research subjects comprised 12 Grade V students and one Grade V classroom teacher at SD YPK Yeflio, Sorong Regency. Data were collected from 14 to 28 February 2025. Data analysis followed the qualitative data analysis model proposed by Bogdan and Biklen, encompassing data organization, categorization, synthesis, pattern identification, and interpretation. Data credibility was verified through triangulation, extended observation, and member-checking. The findings indicate that (1) students' scientific literacy is moderately developed and is influenced by two interacting factor categories: external factors, namely the introduction of literacy practices in the family and community environment from an early age; and internal factors within individual students, particularly low reading interest in relation to science literacy content; (2) teachers must continuously improve the quality of the teaching and learning process to cultivate students' interest and motivation in scientific literacy. The findings contribute empirical evidence on the contextual conditions of science literacy implementation in primary schools in remote West Papua, providing implications for instructional improvement and school literacy programme development.