<![CDATA[This study aimed to analyze the improvement of students’ science process skills (SPS) through the Science, Technology, and Society (STS) learning model using inferential statistical analysis. A one-group pretest–posttest design with three repeated measurements—pre-intervention, post-cycle I, and post-cycle II—was employed. The subjects were 25 fourth-grade students at SD Islam As-Shofa, Pekanbaru. SPS data were collected via performance observation using a validated scoring rubric (Cronbach’s α = 0.83), covering six indicators: observing, communicating, classifying, measuring, predicting, and concluding. Data were analyzed using the Friedman test and Wilcoxon signed-rank test with Bonferroni correction (α = 0.017). Results indicated a significant increase in mean SPS scores: pre-intervention (M = 45.66%), cycle I (M = 67.16%), and cycle II (M = 85.08%). The Friedman test yielded χ²(2) = 48.72, p < 0.001. Pairwise comparisons revealed significant improvements between: (1) pre-intervention vs. cycle I (Z = –4.211, p < 0.001, r = 0.84), (2) pre-intervention vs. cycle II (Z = –4.523, p < 0.001, r = 0.91), and (3) cycle I vs. cycle II (Z = –4.198, p < 0.001, r = 0.84). Cohen’s d between pre-intervention and cycle II was 6.31 (very large effect). These findings statistically and practically confirm the effectiveness of the STS model in enhancing SPS. Implication: the STS model is recommended for experiment-based learning in elementary classrooms.]]>
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