<![CDATA[This study aimed to examine the implementation of an inquiry-based learning model in improving the cognitive learning outcomes of eighth-grade students in the Social Studies class at MTs An-Nur Bobisingo on the topic of Spatial Interaction in the Lives of ASEAN Countries. The study employed a Classroom Action Research (CAR) design consisting of two cycles, each comprising planning, action, observation, and reflection. The participants were 19 eighth-grade students. Data were collected through observations of teacher and student activities, learning outcome tests, and documentation. Learning outcomes were analyzed descriptively based on the Minimum Competency Criterion (KKM) of 65. The results showed that in Cycle I, 7 students (36.8%) achieved the KKM, while 12 students (63.2%) did not. Following improvements in the instructional process, including clearer instructions, guidance during group activities, the use of prompting questions, and greater opportunities for student participation, 16 students (84.2%) achieved the KKM in Cycle II, while 3 students (15.8%) did not. Learning mastery increased by 47.4 percentage points. These findings indicate that the implementation of inquiry-based learning, accompanied by instructional guidance and improvements across cycles, can support the improvement of students’ cognitive learning outcomes in Social Studies learning.]]>
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