Development of The Ipasis Learning Model To Improve Students’ Natural and Social Sciences Literacy At Smkn 1 Pangkep

Abstract

Scientific and technological developments in the twenty-first century require learning processes that foster scientific literacy, critical thinking, problem-solving skills, and student reflection. However, Natural and Social Sciences (IPAS) instruction in vocational education continues to face challenges in engaging students in scientific investigations, critically interpreting information, developing evidence-based arguments, and reflecting on learning processes. These conditions highlight the need for an integrated learning model that not only strengthens IPAS literacy but also provides meaningful learning experiences and character development grounded in Islamic values. This study aims to develop the IPASIS learning model to improve IPAS literacy among students at SMKN 1 Pangkep, South Sulawesi. The model is designed to integrate scientific literacy, scientific investigation, reflective learning, evidence-based problem-solving, and the internalization of Islamic values within a systematic instructional framework. Specifically, IPASIS is intended to encourage students to observe phenomena, formulate questions, conduct investigations, interpret evidence, develop solutions, communicate findings, and reflect on their learning processes. This study employs a Research and Development (R&D) approach using the ADDIE framework, consisting of analysis, design, development, implementation, and evaluation. An embedded mixed-methods design is used to integrate quantitative and qualitative data throughout model development. The research is conducted at SMKN 1 Pangkep and involves limited trials and field trials with experimental and control groups of Grade 10 students. Data are collected through observations, interviews, questionnaires, documentation, and learning assessments. Quantitative data are used to examine the model’s validity, practicality, and effectiveness, while qualitative data are used to understand learning needs, implementation challenges, user responses, and model refinement. The anticipated contribution of this study is an integrated learning model that connects scientific literacy, systematic investigation, reflective learning, and Islamic character values within vocational education. The integration of shiddiq (honesty), amanah (responsibility and trustworthiness), and ta‘awun (mutual assistance and cooperation) is expected to help students use scientific knowledge critically, make evidence-based decisions, and demonstrate responsible learning behavior. Accordingly, the IPASIS model is expected to contribute to the development of contextual instructional designs integrated with Islamic values and provide a basis for further empirical research on its effectiveness and application in different educational contexts.