<![CDATA[Purpose of the study: This study aimed to investigate the impact of inquiry-based laboratory activities compared to demonstration-oriented instruction on students’ scientific generic skills in fungi learning. Methodology: The research employed a quasi-experimental method using a pretest–posttest non-equivalent control group design. The participants consisted of 68 Grade X students, divided into an experimental group (inquiry-based laboratory activities) and a control group (demonstration-oriented instruction). Data were collected through scientific generic skills tests and analyzed using descriptive statistics, normalized gain (N-gain), and independent sample t-test. Main Findings: The results showed that the experimental class achieved a higher posttest mean score (84.38) compared to the control class (72.26). The N-gain score of the experimental group (0.71) indicated a high improvement, while the control group (0.49) showed a moderate improvement. Statistical analysis revealed a significant difference between the two groups (p < 0.05). Novelty/Originality of this study: The novelty of this study lies in its specific focus on scientific generic skills as a multidimensional construct in fungi learning, emphasizing inquiry-based laboratory engagement as a core learning strategy.]]>
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