<![CDATA[Science process skills are fundamental competencies that support elementary students in constructing scientific knowledge through direct experience, while also contributing to their psychological and social well-being at school. This study aims to analyze how science process skills activities in science (IPA) learning contribute to the development of student well-being among fourth-grade students at SD Negeri Sukatani 2. A qualitative approach with a phenomenological design was employed. The key informant was the fourth-grade science teacher, and specialist informants were fourth-grade students, determined through purposive and snowball sampling. Data were collected through participatory observation, in-depth interviews, and documentation, and were analyzed using the Miles and Huberman interactive model comprising data condensation, data display, and conclusion drawing/verification. Data credibility was established through source and technique triangulation. The results show that science process skills activities such as observing, classifying, measuring, predicting, and communicating findings foster students' curiosity, self-confidence, cooperation, and sense of achievement, which in turn strengthen the social, emotional, and cognitive dimensions of their well-being. Supportive factors include teacher facilitation, hands-on learning media, and peer collaboration, while inhibiting factors include limited practicum time and uneven mastery of basic process skills among students. This study concludes that science process skills-based learning plays a meaningful role in developing student well-being in elementary school science education.]]>
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