<![CDATA[Teacher-centered learning results in low student engagement and learning achievement. This study aims to examine the quality of the learning process and student learning outcomes through the application of inquiry-based learning. The study used a classroom action research design conducted in two cycles on seventh-grade students at a public junior high school in Southwest Sumba Regency. The number of participants involved was 15 students. Data were collected through observation of learning activities and learning outcome tests to assess changes in learning practices, student engagement, and academic achievement. The results indicate a consistent improvement in student learning activities and learning outcomes from the first cycle to the second cycle. The application of the inquiry model encourages students to be more active in exploring concepts, expressing opinions, and building understanding independently through questioning and guided discussion. Inquiry-based learning contributed positively to strengthening student-centered learning and developing critical thinking and independent learning skills. It confirms the importance of developing pedagogical strategies and improving teacher competence in implementing innovative learning.]]>
Copyrights © 2026
