<![CDATA[This study was motivated by the importance of improving the quality of Integrated Science and Social Studies (IPAS) learning in elementary schools through inquiry-based learning to develop students’ critical thinking skills. However, challenges remain, including students’ low participation and the continued dominance of lecture-based instruction. Learning outcomes are closely related to the quality of the learning process and classroom interactions.This study aimed to: (1) describe teachers’ strategies in implementing inquiry-based learning, (2) analyze the challenges faced by teachers and the efforts made to overcome them, and (3) identify the implications of inquiry-based learning in IPAS. The study was based on Lev Vygotsky’s Constructivist Theory and Jerome Bruner’s Cognitive Theory. The participants were a fourth-grade teacher and fourth-grade students at SDN 2 Tonja. Data were collected through observation, interviews, documentation, and literature study. The data were analyzed using descriptive qualitative analysis through data reduction, data presentation, and conclusion drawing.The findings showed that: (1) the implementation of inquiry-based learning consisted of three stages: planning, implementation, and evaluation; (2) the challenges included limited time, inadequate learning media, classroom management difficulties, students’ lack of confidence in expressing opinions, and differences in learning abilities. To address these issues, teachers applied effective time management, used alternative media, established classroom rules, provided motivation, and offered guidance; and (3) inquiry-based learning had positive implications, including improved learning effectiveness and enhanced students’ critical thinking skills. Keywords: inquiry-based learning, teacher strategies, critical thinking skills, IPAS, elementary school.]]>
