<![CDATA[This study examined the effect of the guided inquiry method on science process skills and scientific communication among early adolescents in the topic of motion and force. A quantitative quasi-experimental method with a randomized posttest-only control group design was employed. The sample comprised two learning groups of students aged approximately 13-14 years at a public school in Makassar, Indonesia, selected through simple random sampling. The experimental group was taught using guided inquiry, whereas the control group received direct instruction. The instruments consisted of a science process skills test and a scientific communication questionnaire that had been validated by experts and tried out before use. Data were analyzed using descriptive statistics, normality and homogeneity tests, and the independent sample t-test. The results showed that the experimental group obtained higher mean scores in science process skills (M = 24.16; SD = 2.44) than the control group (M = 16.42; SD = 2.59). The experimental group also achieved higher scientific communication scores (M = 116.48; SD = 8.09) than the control group (M = 92.61; SD = 8.27). The t-test results indicated a significant effect on both variables (p < 0.05).]]>
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