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Generally, teachers have implemented certain learning model without considering how the students are accustomed to the learning model. They often face difficulties to reach learning objective, including process skills optimally. This research aimed to describe the students’ process skills and learning outcomes after they are involved in chemistry learning by using gradual inquiry learning through the steps of direct instruction, guided inquiry and free inquiry. This research implemented pretest-posttest pre-experimental design in grade 11 of SMA Negeri 1 Martapura. The research data were collected by using test, questionnaire, and observation. The finding showed that students perform the development in their process skills as well as learning outcome significantly. Guided inquiry is the most recommended model as its greatest performance in achieving learning outcome. In addition, students have given a good response to the implementation of gradual inquiry model. According to this finding, to implement inquiry learning model which requires thinking ability and self-learning, we have to consider the students’ learning habitude and their characteristics to ensure how the learning will be started by direct instruction, guided inquiry or even free inquiry. Keywords—Gradual Inquiry, Process Skills, Learning Outcomes, Student Response

Analysis of Students' Process Skills and Chemistry Learning Outcomes