Implementation of the Sequenced Model in IPAS Thematic Learning to Strengthen Students' Holistic Skills in the Merdeka Curriculum

Ainul Andy Sudarmoko; Wilda  Al Aluf; Najmatun Nazihah; Samsul Susilowati; Agus Mukti Wibowo

doi:10.32806/jf.v14i2.910

Authors

Ainul Andy Sudarmoko UIN Maulana Malik Ibrahim Malang
Wilda Al Aluf UIN Maulana Malik Ibrahim
Najmatun Nazihah UIN Maulana Malik Ibrahim Malang
Samsul Susilowati UIN Maulana Malik Ibrahim Malang
Agus Mukti Wibowo UIN Maulana Malik Ibrahim Malang

DOI:

https://doi.org/10.32806/jf.v14i2.910

Keywords:

sequenced model; holistic skills; IPAS learning.

Abstract

The integration of natural and social sciences is essential in basic education to strengthen conceptual coherence and increase the relevance of learning to real life. This study explores the application of the Sequenced model in thematic IPAS learning within the Merdeka Curriculum, by positioning concrete science concepts before social aspects to foster students’ holistic competencies. A qualitative case study was conducted in grade V of SD Negeri 2 Pandanrejo, Malang, from January to March 2025. Research subjects consisted of teachers, students, the school principal, and parents. Data were collected through interviews, observations, and documentation, and analyzed using Yin’s case study framework with pattern matching and explanation-building techniques. Validity was maintained through source triangulation, technique triangulation, and verification by teachers and the principal. Findings indicate that the Sequenced model effectively integrates science and social studies, with learning progressing from ecosystem balance to natural resource management. Seventy-eight percent of students successfully explained the water cycle and connected it to water availability in their environment. Holistic skills improved across dimensions: spiritual (65% emphasized environmental responsibility), social (project collaboration), emotional (52% showed empathy toward environmental damage), and cognitive (average test scores increased by 13 points). The study confirms the compatibility of the Sequenced model with constructivist theory and the adaptability of the Merdeka Curriculum. Rather than a simple ordering of content, this model functions as a pedagogical strategy to enrich cross-disciplinary understanding and strengthen 21st-century skills. The findings offer practical implications for developing more contextual thematic learning in elementary schools.

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