<![CDATA[Geographical concept understanding is a key learning outcome in elementary education, yet many students face difficulties due to instructional practices that emphasize teacher explanations over active learning. This study examined the effectiveness of the Guided Inquiry learning model in improving fifth-grade students' geographical concept understanding. A quasi-experimental method with a Nonequivalent Control Group Design was employed, involving 63 students (33 in the experimental group and 30 in the control group). Data were analyzed using nonparametric statistical tests and N-Gain analysis. The findings revealed that Guided Inquiry significantly improved students' geographical concept understanding (Sig. = 0.000 < 0.05). Between-group comparisons also showed a significant difference with a moderate effect size (0.464). The experimental group achieved a higher N-Gain score (0.6137) compared to the control group (0.4508), although this difference was not statistically significant (Sig. = 0.371 > 0.05). These findings suggest that Guided Inquiry can serve as an effective student-centered approach for strengthening geographical concept understanding in elementary schools.]]>
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