<![CDATA[This study aims to improve the basic science process skills of a student with an intellectual disability by applying visual scaffolding based on discovery learning during science lessons on the digestive system. The study employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model and was conducted over two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. The research subject was an eighth-grade student with an intellectual disability at SMP Negeri 5 Sandaran. Data were collected through observation, performance tests, and documentation. Quantitative data were analysed descriptively using percentages and average learning outcomes.In contrast, qualitative data were analysed through data reduction, data presentation, and conclusion drawing to describe changes in the learning process during the intervention. The results indicate that applying visual scaffolding based on discovery learning incrementally improved students' basic science process skills across the cycles. The percentage of science process skills rose from 35% at the initial stage to 55% in Cycle I and reached 75% in Cycle II. Performance test scores also increased from 60 in Cycle I to 75 in Cycle II, thereby surpassing the Minimum Mastery Criterion (KKM) of 69. Improvements were observed in the abilities to observe, classify, draw conclusions, communicate observations, and follow learning steps more independently. Thus, applying visual scaffolding based on discovery learning effectively enhances the basic science process skills of a student with an intellectual disability while fostering active participation and learning independence in science lessons.]]>
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