<![CDATA[This study aims to determine the condition of science learning which is still dominated by the use of lecture methods so that students are not optimally involved in the learning process. This situation causes students to tend to be passive and their critical thinking skills have not developed well. Therefore, a learning approach is needed that can encourage students to actively discover knowledge independently, one of which is through the inquiry approach. This study aims to analyze the planning, implementation, and response and involvement of students in science learning on cultural heritage material using the inquiry approach in class V of SD Negeri 109 Palembang. This study uses a descriptive method with a qualitative approach. The research subjects consisted of the homeroom teacher V.E and six students selected through a purposive sampling technique. Data collection techniques were carried out through observation, interviews, and documentation. The research data were analyzed using the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawing. Data validity was obtained through source triangulation and technique triangulation. The results of the study indicate that science learning with the inquiry approach has been implemented well through the stages of problem orientation, problem formulation, data collection, and conclusion drawing. Throughout the learning process, students were actively engaged in discussions, asking questions, seeking information, and presenting their learning outcomes. Thus, the application of the inquiry approach was able to increase students' activeness, engagement, and critical thinking skills in science learning.]]>
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