<![CDATA[Low science learning outcomes among students with intellectual disabilities highlight the need for adaptive instructional strategies that help students understand and retain concepts more effectively. This study aimed to improve science learning outcomes by implementing collaborative inquiry learning combined with mnemonic techniques for a Grade VIIIC student at SMP Negeri 1 Kaliorang. The study employed the Kemmis and McTaggart Classroom Action Research (CAR) model and was conducted over two cycles comprising planning, action implementation, observation, and reflection. The research subject was a single Grade VIIIC student identified as having an intellectual disability. Data were collected via observation, written tests, and oral tests using instruments validated through expert judgment. Observation assessed student activity and engagement, while written and oral tests measured the student's understanding and mastery of science material. Data were analysed using descriptive quantitative and qualitative methods by comparing results from the pre-action stage, Cycle I, and Cycle II. Success was defined as the student achieving a learning outcome score of > 80%. The results showed an improvement in learning outcomes from 40% at the pre-action stage to 60% in Cycle I and 90% in Cycle II—an increase of 50 percentage points. Students also showed improved engagement during lessons. Thus, collaborative inquiry learning with mnemonic techniques serves as an effective, adaptive strategy for improving science learning outcomes for students with intellectual disabilities.]]>
