<![CDATA[This study aimed to improve learning outcomes in Physical Education, Sports, and Health (PESH) on the basic technique of the badminton long serve through the implementation of an inquiry-based learning model among Grade VII-A students at SMP Negeri 7 Singaraja. This study employed Classroom Action Research (CAR), supported by a descriptive qualitative approach, and was conducted in two cycles, each consisting of planning, action implementation, observation, and reflection. The participants comprised 31 students. Data were collected through observations and assessments covering attitudes, knowledge, and skills and were subsequently analyzed using descriptive statistics. The findings demonstrated an improvement in students’ learning outcomes following the implementation of the inquiry-based learning model. In Cycle I, mastery in the knowledge and skills domains reached 32% and 26%, respectively. Following instructional improvements in Cycle II through enhanced guidance, group discussions, repeated practice, and the use of video tutorials, mastery increased to 97% in the knowledge domain and 90% in the skills domain, while the attitude domain achieved 100% mastery. These findings indicate that inquiry-based learning promotes students’ active engagement, independence, critical thinking, and skill mastery. Therefore, the inquiry-based learning model is an effective alternative for improving PESH learning outcomes, particularly in mastering the basic technique of the badminton long serve.]]>
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