This study addresses the low learning outcomes of Grade V elementary school students in the Integrated Natural and Social Sciences (IPAS) subject. The objective of this classroom action research is to improve student learning outcomes through the application of the Inquiry Learning Model. The research was conducted at a public elementary school in Indonesia over two cycles, each consisting of planning, implementation, observation, and reflection phases. The sample consisted of 25 fifth-grade students. Data were collected through observation sheets, learning outcome tests, and documentation. Analysis focused on both qualitative (teacher and student activity) and quantitative (student test scores) data. In Cycle I, classical learning completeness was 63%, and classical absorption reached 64.21%. After revising the instructional strategies, Cycle II showed a significant improvement, with classical completeness reaching 100% and absorption increasing to 88.42%. The results indicate that the Inquiry Learning Model effectively enhances students' understanding and engagement in IPAS learning. This model promotes active student involvement, encourages critical thinking, and improves conceptual mastery. The findings suggest that implementing inquiry-based strategies in classroom instruction can lead to better academic outcomes in elementary science and social science subjects. Educators are encouraged to adopt and adapt the inquiry model to different learning contexts. The paper includes 22 references, 2 tables and the learning instruments used during the study. Future research may explore the long-term impact of inquiry learning on various student competencies across different grade levels and subject areas.
Rahmawati et al. (Tue,) studied this question.