<![CDATA[Science process skills are essential competencies that need to be cultivated by pre-service physics teachers to support inquiry-oriented science learning. However, in higher education, physics laboratory work is still predominantly conducted from a confirmation-oriented perspective and provides limited opportunities for students to engage in authentic scientific thinking. The study has the purpose to analyze the profile of science process skills on pre-service physics teacher through inquiry based laboratory for local context integrated. In this quantitative descriptive study, 27 undergraduate students enrolled in Universitas PGRI Silampari's Physics Education Program studying Basic Physics I participated. Structured observation sheets on six indicators observing, classifying, forecasting, measuring, concluding, and communicating as well as a science process competency test were used to gather data. Data were analyzed descriptively through percentage analysis and categorical interpretation. The findings show the enhancement of students’ science process skills which can be observed from the average score, increasing from 40.19 in the pretest to 80.93 in posttest. The paired-sample t-test showed a statistically significant difference between the pretest and posttest scores (Sig. = 0.000, p < 0.05) with a large effect size (Cohen’s d = 2.731), indicating a substantial improvement in students’ science process skills. The findings indicate that inquiry-based laboratory instruction integrated with local contextual elements facilitates the progressive development of pre-service teachers’ science process skills across multiple instructional sessions. The current study makes a significant contribution to the development of context-based and inquiry-oriented laboratory instruction aimed at enhancing students’ competencies in science teacher education programs.]]>
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