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This document discusses a study on the effects of guided inquiry learning and student interest on science process skills among 4th grade students. The study found that: 1) There was a significant difference in science process skills between students who learned with guided inquiry versus conventional methods. 2) There was also a significant difference in science process skills between the two groups after controlling for interest in learning. 3) There was a significant correlation between interest in

Author

Josefin Desiana Situngkir

Language

EN