<![CDATA[The purpose of this study is to ascertain how instructors and students at SDN 017 Bukit Payung plan, understand, and apply the collaborative inquiry learning approach in scientific instruction. The study included a case study and a qualitative methodology. Fifth-grade instructors and students who were actively engaged in scientific education made up the research subjects. Techniques for gathering data included recordkeeping, interviews, and observation. The phases of data reduction, data presentation, and conclusion drawing were used to examine the data. Source triangulation and procedure triangulation were used to attain data validity. Because the majority of learning phases were carried out as best they could, the findings demonstrated that the mapping of the collaborative inquiry model's execution fell into the "excellent" category. Instructors were able to set issues, organize groups, direct conversations, assist in gathering data, and assist students in coming to conclusions. Along with actively participating in conversations, students also made observations, worked together, and presented the outcomes of their talks. The mapping of observation findings revealed a number of unsatisfactory elements, including the fact that students continued to struggle with data analysis to support hypotheses and that professors did not fully guide the research stages. Because it may boost student engagement, collaboration, critical thinking abilities, self-assurance, and learning results, the collaborative inquiry approach has a beneficial effect on scientific education.]]>
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