<![CDATA[Physics concept understanding is an important aspect of learning because it enables students to explain scientific phenomena and apply concepts in various situations. However, students’ understanding of physics concepts, particularly on temperature and heat, remains relatively low. This study aimed to analyze the differences in students’ physics concept understanding between classes taught using the Socio-Scientific Inquiry-Based Learning (SSIBL) model and those taught using conventional learning. The study employed a quasi-experimental method with a Posttest Only Control Group Design. The population consisted of 60 eleventh-grade students of SMA Negeri 16 Pekanbaru in the 2025/2026 academic year. The sampling technique used was saturated sampling, with class XI.1 as the experimental group and class XI.2 as the control group. Data were collected using a two-tier multiple-choice concept understanding test and analyzed through descriptive and inferential statistics. The results showed that the mean score of concept understanding in the experimental class was 83.40, while the control class obtained a mean score of 76.20. The Independent Sample t-Test yielded a significance value of 0.004 (<0.05), indicating a significant difference between the two groups. Therefore, the implementation of the SSIBL model resulted in better physics concept understanding than conventional learning on the topic of temperature and heat.]]>
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