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One of the goals of learning science based on the 2013 curriculum is to develop students- reasoning abilities and and lead them to be independent. One form of reasoning abilities is an abductive reasoning which is a process of the best hypothesis that begins with observing facts, proposing hypotheses or making the most reasonable answers. When someone does this process, he is, basically, on the early stages of abductive inquiry process. When students formulate hypotheses, it is possible to formulate the different hypotheses between one student and the other students. This study aims to identify the characteristics of the types of students- abductive in science by implementing the abductive inquiry model (AIM) integrated a connected type to global warming material. This is a qualitative research, the instruments used are audio recordings of student and teacher dialogues during learning activity and observation sheets to captue student abduction type adopted from Shurcz. The subjects in this study were 30 VII grade students in one of the Middle Schools in Lembang who were selected using a purposive sampling. Students are divided into 6 groups and discussed different sub- topics related to global warming material. The results showed that the abductive type of students in science learning using integrated MIA connected types varied among groups; abductive theoretical, existential abductive models and abductive laws or rules. The implications of abductive inquiry learning in science and relevant research are highly recommended with different material.