<![CDATA[The biology learning process at SMA Negeri 4 Sidrap has not been optimal in fostering students’ deep conceptual understanding and science process skills in line with the demands of the Merdeka Curriculum. Therefore, this study aimed to examine the effect of implementing a Deep Learning approach integrated with the Guided Inquiry model on students’ conceptual understanding of biology and science process skills. Through a pretest–posttest non-equivalent control group design, two classes were selected as the research samples, namely class XI.A as the experimental class (29 students) and class XI.B as the control class (28 students). Students’ conceptual understanding of biology was measured using a tiered essay test based on SOLO Taxonomy levels. Science process skills were assessed using an observation sheet based on six indicators. The learning process was conducted over eight meetings. The results showed an improvement in the overall score achievement, category distribution, SOLO Taxonomy level analysis, and all six indicators of science process skills, all of which were higher in the experimental class. Furthermore, the hypothesis testing results indicated an Asymp. Sig. (2-tailed) value of 0.000, demonstrating a significant effect of the treatment on the improvement of students’ conceptual understanding of biology and science process skills.]]>
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