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This study aims to obtain information to improve students' mastery of concepts and Science Process Skills with intertextual-based learning using the POE model (Predict, Observe, Explain). The method used is a quantitative method with pre-experimental one group pretest posttest research design. Research subjects were 31 11th grade high school students who had not yet studied salt hydrolysis. Concept mastery data were obtained by pretest-posttest using an intertextual-based diagnostic test with a two-level multiple choice. Science process skills data were obtained by pretest-posttest using 14 Science Process Skills items consisting of 10 basic Science Process Skills questions and 4 integrated Science Process Skills questions. From the results of the analysis of concept mastery, it is known that of the 31 students, 31 students experienced an increase in concept mastery with the N-gain acquisition distribution of 1 student in the high category, 12 students in the medium category, and 18 students in the low category. From the results of data analysis of science process skills, it was found that students' science process skills had increased from an average of 74.31% to 81.11%.

Intertextual-Based Learning Strategy in Salt Hydrolysis Concept to Promote Students’ Concept Mastery and Scientific Process Skills