<![CDATA[This study aims to analyze the effect of the inquiry learning model with a constructivist approach on learning independence and learning outcomes of class X IPS students in Economics at SMAN 5 Lebong. This study is motivated by the low learning independence and student learning outcomes that are still influenced by the dominance of conventional learning. This study uses a quantitative approach with a quasi-experimental design of the pretest-posttest control group design. The study population was 65 students who were all sampled through a total sampling technique, then divided into an experimental class and a control class. The research instruments were in the form of a learning independence questionnaire and a multiple-choice learning outcome test that had been tested for validity and reliability. Data analysis was carried out through normality tests, homogeneity tests, Independent Sample t-tests, and effect size calculations (Cohen's d). The results showed that there was a significant difference in learning independence between the experimental class and the control class with a significance value of 0.000 (<0.05) and an effect size of 1.035 (large category). Furthermore, there was a significant difference in student learning outcomes with a significance value of 0.000 (<0.05) and an effect size of 3.552 (very large category). The average posttest learning outcomes of the experimental class (86.28) were higher than those of the control class (62.22). Based on these results, it can be concluded that the inquiry learning model with a constructivist approach is effective and has a significant influence on improving student learning independence and learning outcomes in Economics.]]>
