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This study aims to determine the improvement of learning outcomes and science process skills of students through the implementation of the guided inquiry model in learning qualitative analytical chemistry practicum. This study is needed since most practicum activities are currently still doing a lot of traditional verification practicum guides which do not encourage students to be creative in organizing their competence especially science process skill. Therefore, a research was conducted to 27 students at Department of Chemistry Education, Universitas Negeri Medan in fourth semester of 2019/2020 academic year. The growth and development of science process skills of students was observed by using an observation sheet in the form of rubrics for students' practicum analysis group I, II, III, IV and V. The result showed that the implementation of this model in analytical chemistry practicum able to improve student's learning outcomes and science process skill significantly. Indicators which classified as high category are consisted of designing the practicum, applying the concept, hypothesizing and communicating. Meanwhile the medium categories are skill of predicting, interpreting and observing. In another hand, the student's learning outcomes were increased from 81.88 in average pre-test to be 85.49 in post-test with N-gain approximately 20%. The highest percentage of student worksheets was achieved in communication skills around 90%. These findings give contribution for chemistry education especially to prospective chemistry teachers for equip their science process skill such that it develops aspects of basic abilities including cognitive, affective and psychomotor.

The Effect of Guided Inquiry Model on Improving Student's Learning Outcomes and Science Process Skills in Qualitative Analytical Chemistry Practicum