<![CDATA[This study was motivated by the low creativity of students in IPAS learning, which is still dominated by teacher-centered instruction, causing students to be less active in developing ideas and concepts. This study aimed to: (1) describe the implementation of the Inquiry Based Learning (IBL) model in Grade V IPAS; (2) describe students’ creativity in IPAS learning; and (3) determine the effect of the Inquiry Based Learning model on students’ creativity. This study used a quantitative approach with a quasi-experimental method and a Nonequivalent Posttest-Only Control Group Design. The population consisted of all Grade V students at UPTD SPF SD Inpres Tidung II, Makassar City, totaling 40 students. The sampling technique used purposive sampling, resulting in Grade V A with 20 students as the experimental group, who were taught using the Inquiry Based Learning model through a diorama-making project, and Grade V B with 20 students as the control group, who were taught using conventional learning through drawing activities. The results showed that: (1) the implementation of the Inquiry Based Learning model in the experimental class was carried out very well according to the stages of orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, and conclusion drawing; (2) students’ creativity in the experimental class was in a higher category than in the control class, as indicated by their ability to generate diverse, original, and detailed ideas, as well as to creatively develop diorama products; and (3) there was a positive and significant effect of the Inquiry Based Learning model on students’ creativity in Grade V IPAS, as evidenced by the Independent Sample t-Test results showing a significant difference between the experimental and control classes. Therefore, the Inquiry Based Learning model is effective in improving students’ creativity in IPAS learning at the elementary school level. ]]>
