<![CDATA[This study aims to explain the implementation of Science Fair activities that can be carried out by developing the potential of students in inclusive schools at the kindergarten level. These activities are conducted collaboratively so that each school unit works together to carry out the Science Fair activities by showing what children have learned about science according to the theme that has been studied. Daily learning integrates the preparation process, which starts with children working on projects gradually over one to six weeks. The works to be displayed are the children's original creations and help them learn to present in front of parents and peers. Evaluation is conducted by observing how well children understand and convey the process and learning outcomes in easily understandable language. Research results show that the Science Fair helps children become creative, active, and confident in presenting at the Science Fair to parents. Thus, children better understand scientific concepts contextually, which also emphasizes the learning process. However, issues such as children being absent for group projects will complicate the process, and the short time available also makes preparation very difficult. Therefore, the Science Fair can be an effective learning strategy in developing students' potential in inclusive schools.]]>
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