<![CDATA[Science Process Skills (KPS) are fundamental competencies in biology education that foster scientific thinking through practicum activities. However, school practicums often emphasize final outcomes rather than the scientific process, leaving students' KPS profiles insufficiently documented. This study aimed to examine the KPS profile of Grade XI students during biology practicum activities in the Phase F curriculum. Unlike previous studies that focused on selected KPS indicators or instructional interventions, this study provides a comprehensive profile across seven KPS indicators. A quantitative descriptive design was employed, involving 145 Grade XI students selected through purposive sampling from a population of 252 students during the 2025/2026 academic year. Data were collected through expert-validated observation sheets and student worksheets, then analyzed using descriptive statistics based on seven KPS indicators: observing, planning experiments, using tools and materials, applying concepts, classifying, interpreting data, and communicating. Most students which 111 (76.55%) achieved the Very Good KPS category, while 20 students (13.79%) were categorized as Good, 8 students (5.52%) as Fair, and 6 students (4.14%) as Poor. All seven KPS indicators fell within the Very Good category, with interpreting data achieving the highest score (95.00%), whereas classifying recorded the lowest score (77.76%). These findings indicate strong data analysis and evidence-based reasoning skills. This study provides a comprehensive, indicator-based KPS profile at the Phase F level, offering empirical evidence that process-oriented biology practicum activities effectively promote the development of students' scientific skills. However, the findings are limited to a single practicum topic, one school context, and seven of the ten existing KPS indicators.]]>
