The aim of this research is to analyze the student’s science process skills and cognitive learning outcomes in implementing project-based learning and guided inquiry. The design used is quasi-experimental design. Sampling technique is matching pretest-posttest comparison group design. Data are analyzed using t-test and N-Gain. The result shows that it is statically differences between project-based learning and guided inquiry toward students’ science process skills (sig. 0.022 < 0.05) and cognitive learning outcomes (sig. 0.013 < 0.05). Project-based learning is more effective than a guided inquiry to increase the student’s science process skills and cognitive learning outcomes. Based on this research result, the teacher should be implemented the project-based learning to improve student’s science process skills and cognitive learning outcomes.

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