The Implementation Of Science Process Skills In Grade 5 IPAS Learning: A Case Study In Banda Aceh

The Merdeka Curriculum positions science and social studies (IPAS) learning not only as the mastery of content knowledge but also as the development of science process skills as a foundation for students’ scientific thinking. This study aims to describe the instillation of science process skills in elementary IPAS learning during the planning and implementation stages and to identify the challenges teachers face. This study employed a qualitative case study design. The participants consisted of three fifth-grade teachers from three elementary schools in Banda Aceh. Data were collected through classroom observations, structured interviews, and documentation and analyzed descriptively, supported by simple percentage analyses to strengthen the findings. The results show that six science process skill indicators observing, questioning and predicting, planning and conducting investigations, processing and analyzing data and information, evaluating and reflecting and communicating results have been implemented in IPAS learning, although not yet optimally integrated. At the planning stage, several indicators were not systematically incorporated into lesson plans. During classroom implementation, observing and questioning activities were more frequently facilitated, while investigation planning, data analysis, and reflective evaluation were less consistently implemented due to limited instructional time. Differences in implementation among teachers were influenced by time constraints, limited learning facilities and media, variations in students’ abilities, and difficulties in designing process-based assessments. Keywords: science process skills; IPAS learning; Merdeka Curriculum; elementary school