Enhancing Social Studies (IPAS) Learning through the Inquiry-Based Learning Model at MIS Bustanul Ulum: A Classroom Action Research

Abstract

This Classroom Action Research (CAR) explores the effectiveness of the Inquiry-Based Learning (IBL) model in improving students' understanding and engagement in Social Studies (IPAS) at MIS Bustanul Ulum. The research aims to investigate how the IBL approach, which emphasizes student-driven investigation and critical thinking, can enhance the learning experience and help students better comprehend key social studies concepts. The study was conducted in two cycles, each consisting of planning, implementation, observation, and reflection to evaluate the impact of the IBL model on student participation, motivation, and learning outcomes.

In the first cycle, students were introduced to the IBL model, where they were given opportunities to ask questions, explore problems, and conduct research related to social studies topics. The teacher facilitated the learning process by guiding students to find answers through inquiry, discussion, and collaboration. Observations indicated that students became more actively engaged in the learning process, with an increased willingness to explore new ideas and discuss topics in depth. However, some students struggled with the open-ended nature of the inquiry tasks and required more guidance on how to approach the research process effectively.

In the second cycle, improvements were made based on the feedback from the first cycle. The teacher provided more structured guidance, helping students develop research skills and encouraging peer collaboration. This adjustment led to significant improvements in students’ understanding of social studies concepts, as well as their ability to think critically and work collaboratively. The results demonstrate that the Inquiry-Based Learning model effectively enhances students’ engagement, critical thinking, and academic performance in Social Studies.