<![CDATA[This Classroom Action Research (CAR) focused on fourth-grade students at SDN 043/VI Guguk, addressing the low quality of the learning process and outcomes in the IPAS (Natural and Social Sciences) subject. Initially, instruction was largely teacher-centered, with a lack of direct observation and inquiry activities. This resulted in poor academic performance, evidenced by an average School Final Examination (UAS) score of 41.1—well below the Learning Objective Achievement Criteria (KKTP) of 70. Consequently, a Classroom Action Research (CAR) methodology was adopted. The study was conducted over two cycles, with each cycle comprising planning, action implementation, observation, and reflection. The subjects were 14 fourth-grade students at SDN 043/VI Guguk. Data collection involved both qualitative and quantitative methods. Qualitative data consisted of observation sheets tracking the implementation of the guided inquiry model and student learning test sheets. Quantitative data included the percentage of guided inquiry model implementation (based on indicator scores from observation sheets) and student test scores and pass rates. Following the implementation of the guided inquiry model, student learning outcomes in IPAS improved, surpassing the KKTP benchmark of 70. The average test score rose from 71.8 in Cycle 1 (with 9 students, or 64.3%, achieving mastery) to 82.9 in Cycle 2 (with 12 students, or 85.7%, achieving mastery). These results demonstrate an improvement in student learning outcomes across Cycles 1 and 2 through the use of the guided inquiry model. Implementing the guided inquiry model enhances student engagement and helps maintain focus during various learning activities, thereby leading to higher rates of learning mastery.]]>
