<![CDATA[This study is motivated by the importance of improving students’ conceptual understanding and science process skills in elementary science learning, particularly on the topic of animals in the surrounding environment. The purpose of this study is to describe the effectiveness of the unplugged method in enhancing students’ understanding and science process skills. This research employed a quantitative approach with a pre-experimental design using a one group pretest-posttest design. The subjects of this study were 26 third-grade elementary school students selected through purposive sampling. Data were collected using pretest and posttest, student worksheets (LKPD), and observation sheets of science process skills. The data were analyzed using descriptive quantitative analysis, including mean scores, percentage of learning mastery, and N-Gain. The results showed that the average score increased from 61.2 in the pretest to 79.1 in the posttest, with an N-Gain of 0.47 categorized as moderate. The classical learning mastery reached 84.6%, and students’ science process skills were in the good category with a percentage of 82%. These findings indicate that the unplugged method can create an active, meaningful, and contextual learning environment that supports students’ conceptual understanding and science process skills. Therefore, the unplugged method can be considered an effective alternative strategy in elementary science learning.]]>
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