<![CDATA[Laboratory learning in higher education physics plays an essential role in developing students’ scientific competencies; however, conventional cookbook-style laboratory manuals often provide limited opportunities for students to engage in authentic scientific inquiry and develop science process skills. This study aims to develop, validate, and evaluate the implementation of a guided inquiry-based Basic Physics 1 practicum module for physics education students at UIN Alauddin Makassar. The study used a Research and Development (R&D) approach based on the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The researchers evaluated the developed module through expert validation, practitioner responses, student responses, and observation of students’ science process skills during a limited field implementation. The research involved 21 undergraduate students, two course lecturers, and six laboratory assistants. The results showed that the module achieved high validity across content, presentation, language, and graphical aspects, with a 100% inter-rater agreement coefficient based on the Gregory test. The practicality evaluation indicated positive responses from lecturers (84%), laboratory assistants (90%), and students (82%), all categorized as very good. During implementation across five Basic Physics 1 experimental units, students demonstrated high science process skills, with an overall average score of 90.50%. This study's novelty lies in integrating guided inquiry scaffolding into a contextually developed practicum module designed specifically for undergraduate physics education laboratories, thereby replacing highly procedural laboratory practices with structured scientific investigation. In conclusion, the developed module represents a valid and practical instructional resource that supports inquiry-oriented laboratory learning. This study contributes to physics education by providing an empirically validated framework for designing competency-based laboratory experiences that promote students’ scientific process skills and prepare future physics educators.]]>
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