<![CDATA[This study aimed to determine the effectiveness of a multirepresentation-based guided inquiry learning model in improving students’ science process skills on the topic of electrolyte and non-electrolyte solutions. Participants were drawn from six tenth-grade classes at SMA Gajah Mada Bandar Lampung in the 2025/2026 academic year; purposive sampling assigned Class X.2 as the experimental group and Class X.6 as the control group. Using a quasi-experimental, nonequivalent pretest–posttest control-group design, the experimental class received the multirepresentation-based guided inquiry treatment while the control class followed conventional instruction. Science process skills were measured through pretest and posttest instruments alongside student activity observation sheets, and the resulting data were compared using an independent-samples t-test. The experimental group recorded a mean n-gain of 0.78 (high category), compared with 0.59 (moderate category) for the control group, and this gap proved statistically significant (t(69) = 4.542, p = .001). These findings indicate that the multirepresentation-based guided inquiry model more effectively develops students’ science process skills on electrolyte and non-electrolyte solutions than conventional instruction.]]>
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