<![CDATA[Penelitian ini bertujuan untuk menggambarkan keterampilan proses sains peserta didik kelas XI SMA Swasta se-Kabupaten Toraja Utara dalam pembelajaran fisika. Penelitian dilatarbelakangi oleh pembelajaran yang masih berorientasi pada penguasaan konsep, sedangkan keterbatasan fasilitas praktikum membatasi kesempatan peserta didik mengembangkan keterampilan ilmiah. Penelitian menggunakan metode survei dengan pendekatan deskriptif kuantitatif. Populasi penelitian terdiri atas 414 peserta didik kelas XI yang seluruhnya dijadikan sampel melalui teknik sampel jenuh. Data dikumpulkan menggunakan tes esai sebanyak 12 butir yang disusun berdasarkan empat indikator keterampilan proses sains, yaitu mengamati, mengelompokkan, menginterpretasi, dan menerapkan konsep. Analisis data dilakukan menggunakan statistik deskriptif berupa rata-rata, standar deviasi, varians, dan persentase. Hasil penelitian menunjukkan bahwa keterampilan proses sains peserta didik berada pada kategori sedang dengan skor rata-rata 16,37 atau 45,47% dari skor ideal maksimum. Sebagian besar peserta didik (57,00%) berada pada kategori sedang, sedangkan 22,46% termasuk kategori rendah, 11,84% kategori tinggi, dan 8,70% kategori sangat rendah. Indikator mengelompokkan memperoleh capaian tertinggi, sedangkan menginterpretasi dan menerapkan konsep masih berada pada kategori rendah. Temuan ini menunjukkan perlunya penerapan pembelajaran yang lebih menekankan aktivitas ilmiah untuk mendukung pengembangan keterampilan proses sains peserta didik secara berkelanjutan. Kata Kunci: Keterampilan Proses Sains, Pembelajaran Fisika, Analisis Deskriptif, SMA Swasta This research aimed to describe the science process skills of eleventh-grade students at private senior high schools in North Toraja Regency in physics learning. The research was motivated by the fact that physics instruction remains focused on conceptual understanding, while limited laboratory facilities restrict students' opportunities to develop scientific skills. A survey method with a quantitative descriptive approach was employed. The study involved 414 eleventh-grade students, all of whom were selected as the research sample using the total sampling technique. Data were collected through a 12-item essay test developed based on four science process skill indicators: observing, classifying, interpreting, and applying concepts. The data were analysed using descriptive statistics, including the mean, standard deviation, variance, and percentage. The results showed that students' science process skills were categorized as moderate, with a mean score of 16.37, representing 45.47% of the maximum ideal score. Most students (57.00%) were in the moderate category, while 22.46% were classified as low, 11.84% as high, and 8.70% as very low. The classifying indicator achieved the highest performance, whereas interpreting and applying concepts remained in the low category. These findings highlight the need for physics instruction that emphasizes scientific activities to continuously enhance students' science process skills. Keywords: Science Process Skills, Physics Learning, Descriptive Analysis, Private Senior High Schools.]]>
