Enhancing Student Understanding in IPAS through Inquiry-Based Learning at MI Darul Istiqamah Kolaka: Fostering Critical Thinking and Exploration

Abstract

This research aims to improve students' understanding of Integrated Science and Social Studies (IPAS) at MI Darul Istiqamah Kolaka by implementing the Inquiry-Based Learning (IBL) model. IPAS, as an integrated subject combining science and social studies, requires an approach that encourages active learning, critical thinking, and problem-solving skills. Traditional teaching methods often limit students' ability to engage deeply with the material, as they primarily focus on memorization rather than exploration. The study uses a Classroom Action Research (CAR) design, conducted over two cycles, involving students from grades 4 and 5. Data were collected through observations, student assessments, and feedback from both teachers and students. The results show that Inquiry-Based Learning significantly enhances student engagement and comprehension in IPAS. Students demonstrated greater curiosity, asked more questions, and actively participated in problem-solving activities. Their ability to connect scientific and social concepts with real-world applications also improved. Additionally, teachers reported that IBL helped create a more dynamic and interactive classroom environment, allowing students to take ownership of their learning. The study concludes that the Inquiry-Based Learning model is an effective strategy to enhance IPAS education at MI Darul Istiqamah Kolaka. By fostering exploration and critical thinking, IBL not only improves students' academic performance but also equips them with essential skills for lifelong learning.