<![CDATA[This classroom action research aimed to improve Indonesian language learning outcomes for fifth-grade students at SDN Karang Anyar I, Ciasem District, through the implementation of a combined inquiry and Problem Based Learning (PBL) model. The study addressed the issue of low learning outcomes resulting from conventional teaching methods that provided minimal active student engagement. The research was conducted over three cycles following the Kemmis and McTaggart model, involving 25 students comprising 9 males and 16 females. Data were collected through multiple-choice achievement tests consisting of 10 items focused on prefix me-, procedural text and personal letter materials. Results demonstrated significant improvement in learning outcomes, with the class average increasing from 65.2 in the pre-cycle to 83.6 in cycle III, and classical completeness reaching 92%. The combined model effectively facilitated guided investigation activities, authentic problem-solving through local cultural contexts such as dodol Subang production, collaborative group work based on learning styles, and reflective evaluation. The study confirmed that integrating inquiry and PBL models creates synergistic effects in developing critical thinking skills, student independence, and meaningful learning experiences. These findings recommend the model as an innovative strategy for elementary school Indonesian language instruction aligned with independent curriculum principles emphasizing contextual and student-centered learning.]]>
