Enhancing Students' Understanding of Integrated Science (IPAS) through Inquiry-Based Learning: A Classroom Action Research at MI Al Maarif 1 Fakfak

Abstract

This Classroom Action Research (CAR) aims to explore the effectiveness of the Inquiry-Based Learning model in enhancing students' understanding of Integrated Science (IPAS) at MI Al Maarif 1 Fakfak. Integrated Science is an essential subject that helps students connect scientific concepts with real-world applications. However, students often struggle to fully comprehend and engage with the material when traditional teaching methods are applied. Inquiry-Based Learning, which emphasizes student-driven exploration, critical thinking, and problem-solving, is introduced as an alternative approach to make learning more engaging and meaningful.

The research was conducted in two cycles, each consisting of four stages: planning, action, observation, and reflection. The participants were 5th-grade students at MI Al Maarif 1 Fakfak. Data was collected through observations, interviews, questionnaires, and pre-and post-tests to assess the impact of Inquiry-Based Learning on students' understanding and engagement with IPAS. The results revealed a significant improvement in students’ ability to ask questions, conduct experiments, and analyze scientific concepts. They also demonstrated a higher level of engagement and motivation in the learning process.

This study concludes that Inquiry-Based Learning is an effective method for improving students' comprehension and enthusiasm for Integrated Science. By fostering curiosity and encouraging students to take an active role in their learning, Inquiry-Based Learning not only enhances scientific understanding but also develops essential skills such as critical thinking and collaboration. The findings suggest that this model should be integrated into science classrooms to make learning more interactive and applicable to real-life situations.