<![CDATA[The purpose of this study is to determine the differences in elementary school students’ science process skills when using the Guided Inquiry learning model compared to the Auditory Intellectually Repetition (AIR) model. This research employed a quantitative approach with a quasi-experimental design, involving two experimental classes at SD Negeri Sidomulyo 04. Experimental class 1 used the Guided Inquiry model, while experimental class 2 applied the Auditory Intellectually Repetition (AIR ). Data on science process skills were collected through tests (pretest and posttest), questionnaires, and observation sheets. Data analysis was conducted using an independent sample t-test to examine differences between the two groups. The results of the study indicate a significant difference between the science process skills of students taught using the Guided Inquiry model and those taught using the AIR model, with a significance value of 0.025 (<0.05). The posttest average score of the Guided Inquiry class was 77.38, higher than the AIR class, which scored an average of 72.68. Questionnaire and observation results also show that students’ engagement and science process skills were better in the Guided Inquiry group. These findings suggest that the Guided Inquiry model is more effective in improving science process skills because it provides learning experiences based on investigation, experimentation, data analysis, and drawing conclusions directly. This study concludes that the Guided Inquiry model is more effective than the AIR model in developing elementary students’ science process skills, making it a recommended learning model for science instruction.]]>
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