Enhancing Student Understanding of IPAS through Inquiry-Based Learning at MIS Al-Hikmah Pinti Kayu Gadang: A Classroom Action Research

Abstract

This study explores the impact of Inquiry-Based Learning (IBL) on enhancing students' understanding of Integrated Science, Social Studies, and Civics (IPAS) at MIS Al-Hikmah Pinti Kayu Gadang. IPAS is a critical subject that integrates scientific, social, and civic knowledge, but students often struggle to connect theoretical concepts to real-life applications. Traditional teaching methods may not fully engage students, resulting in limited understanding and application of the concepts. Inquiry-Based Learning, which encourages students to ask questions, investigate, and discover answers through exploration, has been shown to foster deeper understanding, critical thinking, and active participation. This research examines how IBL can be applied in IPAS classrooms to improve student learning outcomes.

The study adopts a Classroom Action Research (CAR) methodology, conducted in two cycles. Each cycle consists of planning, action, observation, and reflection, allowing for continuous improvement based on feedback. Data collection includes student assessments, observations of student participation, and interviews with teachers to evaluate the effectiveness of IBL in enhancing students' grasp of IPAS concepts. The research specifically focuses on how IBL helps students develop critical thinking skills, deepen their understanding of IPAS topics, and apply their knowledge in practical situations.

Preliminary findings indicate that IBL significantly improves students' engagement and understanding of IPAS concepts. Students demonstrated increased curiosity, better problem-solving abilities, and a greater ability to connect classroom learning with real-world situations. These results suggest that Inquiry-Based Learning is a highly effective approach for improving student outcomes in IPAS education at MIS Al-Hikmah Pinti Kayu Gadang.