<![CDATA[This study analyzes the implementation of Science Process Skills (SPS) in elementary science instruction and identifies context-specific best practices and challenges. Adopting a qualitative case study design, data were collected through classroom observations,semi-structured interviews with teachers, and analysis of lesson plans and student worksheets in an elementary school in Bandung, Indonesia. Findings show that SPS are promoted through active learning strategies like group discussions, hands-on experiments, and the use of teaching modules and student worksheets. Observed SPS components include questioning, hypothesis formulation, variable identification, procedure design, observation, and scientific reporting. However, teacher-directed formats such as highly prescriptive task structures constrain students’ autonomy and creativity in scientific reasoning. The study recommends strengthening inquiry-based pedagogy that expands opportunities for exploration, together with professional development focused on scaffolding and formative feedback. These measures can better cultivate students’ independence and higher-order scientific thinking. The contribution of this study lies in detailing how micro-level pedagogical routines shape SPS enactment and in offering actionable levers for improving inquiry-rich elementary science classrooms in low-resource settings]]>
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