<![CDATA[Fostering students' awareness of their rights and obligations requires more than just theoretical instruction; it necessitates learning experiences that encourage a sense of responsibility, cooperation, and active participation. This study aims to describe the characteristics of inquiry-based learning and its connection to the application of Pawongan values in building awareness of student rights and obligations at the elementary school level. A descriptive qualitative approach was employed, with data collected through interviews with teachers and students. The data were analyzed using the Miles and Huberman qualitative model, comprising three stages: data reduction, data display, and conclusion drawing. The results indicate that students understand their basic rights and obligations, although consistent application still requires the reinforcement of habits. Instruction begins with a real-world problem, followed by information gathering using student worksheets, group discussions, presentations of findings, and the drawing of conclusions. Throughout this inquiry process, Pawongan values are internalized through mutual respect, cooperation, responsibility, and the fair distribution of tasks. Students also grasp the importance of deliberation and resolving differences of opinion wisely. The findings demonstrate that an inquiry-oriented learning approach creates an environment conducive to instilling Pawongan values and enhancing understanding of rights and obligations. However, the data do not yet establish a clear causal link demonstrating that inquiry-based learning alone is sufficient to alter student attitudes.]]>
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