<![CDATA[ABSTRACT This classroom action research examined the effectiveness of guided inquiry model assisted by simple experiments in enhancing science literacy on energy transformation material among fourth-grade students at SDN Tanjung Jati 2. The research implemented Kemmis and McTaggart's cyclical model involving 19 students through a two-cycle intervention conducted in April 2025. The pre-cycle data revealed critical deficiencies in students' science literacy with only 21% achieving mastery. After implementing guided inquiry with simple experiments such as hand-rubbing, candle-lighting, and balloon-blowing in the first cycle, average scores increased from 59 to 69 with 47% mastery. The second cycle incorporated interactive videos, educational songs, and gamification, resulting in significant improvement with average scores reaching 80 and 89% of students achieving mastery, exceeding the 85% target threshold. Systematic observations documented improvements in both teacher performance (from 68 to 85 points) and student engagement (from 33 to 44 points). The guided inquiry approach facilitated critical thinking development through systematic investigations, while hands-on experiments strengthened conceptual understanding by providing concrete experiences of energy transformations. This research demonstrates that integrating guided inquiry with contextual experiments and interactive media effectively cultivates scientific thinking skills and comprehensive science literacy among elementary students.]]>
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