<![CDATA[This research is motivated by the demands of 21st-century education that emphasize the importance of developing high-level scientific thinking skills. However, science learning in the field still tends to be teacher-centered and has not been optimal in the implementation of practicums, resulting in low student learning outcomes. This study aims to analyze the improvement of student learning outcomes through the application of a guided inquiry learning model on the digestive system material. The method used is quantitative with a pre-experimental design in the form of a one-group pre-test–post-test. The research procedure includes administering a pre-test, implementing learning with a guided inquiry model through practicum activities, and administering a post-test. Data were collected using a validated learning outcome test, then analyzed through normality tests, hypothesis tests, and N-gain calculations. The results showed that the data were not normally distributed, so the hypothesis test used the Wilcoxon test. The results of the Wilcoxon test showed a significant difference between the pre-test and post-test scores. In addition, there was an increase in the average score from 53.21 to 87.50 with an average N-gain of 0.72 in the high category. Most students were in the high improvement category, while others were in the moderate category. Improvement was more evident in conceptual understanding than science process skills. Therefore, it can be concluded that the guided inquiry learning model is effective in improving student learning outcomes and supporting more active, contextual, and meaningful science learning. ABSTRAK Penelitian ini dilatarbelakangi oleh tuntutan pendidikan abad ke-21 yang menekankan pentingnya pengembangan keterampilan berpikir ilmiah tingkat tinggi. Namun pembelajaran IPA di lapangan masih cenderung berpusat pada guru dan belum optimal dalam pelaksanaan praktikum, sehingga berdampak pada rendahnya hasil belajar murid. Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar murid melalui penerapan model pembelajaran inkuiri terbimbing pada materi sistem pencernaan. Metode yang digunakan adalah kuantitatif dengan desain pra-eksperimen berupa one group pre-test–post-test. Prosedur penelitian meliputi pemberian pre-test, pelaksanaan pembelajaran dengan model inkuiri terbimbing melalui kegiatan praktikum, serta pemberian post-test. Data dikumpulkan menggunakan tes hasil belajar yang telah divalidasi, kemudian dianalisis melalui uji normalitas, uji hipotesis, serta perhitungan N-gain. Hasil penelitian menunjukkan bahwa data tidak berdistribusi normal sehingga uji hipotesis menggunakan uji Wilcoxon. Hasil uji Wilcoxon menunjukkan adanya perbedaan yang signifikan antara nilai pre-test dan post-test. Selain itu, terjadi peningkatan nilai rata-rata dari 53,21 menjadi 87,50 dengan rata-rata N-gain sebesar 0,72 dalam kategori tinggi. Sebagian besar murid berada pada kategori peningkatan tinggi, sedangkan sebagian lainnya pada kategori sedang. Peningkatan lebih terlihat pada aspek pemahaman konsep dibandingkan keterampilan proses sains. Dengan demikian, dapat disimpulkan bahwa model pembelajaran inkuiri terbimbing efektif dalam meningkatkan hasil belajar murid serta mendukung pembelajaran IPA yang lebih aktif, kontekstual, dan bermakna. ]]>
