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This study aims to examine the strategies employed by Christian Religious Education teachers to instill the values of love and forgiveness through the inquiry method among ninth-grade students at Rehobot Boarding School Palangka Raya. The research also analyzes the supporting factors and challenges encountered during its implementation. The study was motivated by the persistence of peer conflicts, difficulties in practicing forgiveness, limited student engagement, and low participation in Christian Religious Education classes. A qualitative descriptive approach was employed using purposive sampling. The primary informant was the Christian Religious Education teacher, while additional informants included ninth-grade students, the school principal, and dormitory supervisors. Data were collected through observation, interviews, and document analysis and were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that the inquiry method, implemented through observing, questioning, discussing, problem analysis, and reflection on biblical teachings, encourages active student participation and strengthens the internalization of love and forgiveness in daily life. The effectiveness of this strategy is supported by teacher competence, a conducive learning environment, adequate educational facilities, and collaboration between the school and parents. However, its implementation is constrained by differences in students’ abilities, limited instructional time, low learning motivation among some students, and the influence of technology and social media. The study concludes that the inquiry method is an effective strategy for fostering Christian character by cultivating the values of love and forgiveness.

Pendekatakan kontekstual merupakan pendekatakan yang dikembangkan dengan tujuan agar proses pembelajaran berjalan aktif, produktif dan memilki makna dalam kehidupan peserta didik. Tidak hanya menekankan pada pengetahuan kognitif saja tetapi juga pada afektif dan psikomotorik. Namun masih terdapat beberapa siswa yang sulit memahami dan menerapkan materi yang disampaikan, berkelahi dengan teman. Adapun tujuan penelitian dalam penelitian ini meliputi untuk mendiskripsikan implementasi model pembelajaran kontekstual pada mata pelajaran PAI kelas IV di SDN 2 Bakarung Selatan kecamatan Angkinang dan Faktor pendukung dan penghambat. Penelitian ini adalah penelitian lapangan (field research) dengan menggunakan pendekatan kualitatif dan metode analisis deskriptif kualitatif. Subjek penelitian dalam penelitian ini adalah guru PAI di SDN 2 Bakarung Selatan. Objek dalam penelitian ini adalah implementasi model pembelajaran kontekstual pada mata pelajaran PAI dan faktor pendukung dan penghambat. Teknik pengumpulan data yang digunakan terdiri dari observasi, wawancara dan dokumentasi. Teknik pengolahan data yang digunakan terdiri dari editing, klasifikasi data dan interpretasi data. Analisis data dengan pendekatan deksriptif kualitatif. Hasil penelitian yang didapat menunjukkan bahwa guru melaksanakan model pembelajaran dengan melalui 6 komponen yaitu: Kontrukstivisme, inkuiri (menemukan), bertanya, pemodelan, refleksi dan penilaian autentik. Adapun faktor pendukung dan penghambat implementasi model pembelajaran kontekstual ini adalah pendidik, sarana/fasilitas, lingkungan, kecerdasan, kurikulum, minat, motivasi, sikap/perilaku.

This study aims to determine the application of the inquiry learning model in improving the communication skills of children aged 5-6 years in Aisyiyah Bustanul Athfal IV Kindergarten. This study uses a qualitative approach with data collection techniques in the form of observation and in-depth interviews. The research subjects consisted of 15 children in class B2. The focus of the research is directed at children's communication skills which include the courage to speak, the ability to ask questions, express opinions, and interact with peers and teachers during the learning process. The results of the study show that the application of the inquiry learning model is able to create an active, participatory, and child-centered learning atmosphere so as to encourage a significant improvement in communication skills. Children become more confident in conveying ideas and engaging in simple discussions. Although there are some obstacles, such as children's overactive behavior and differences in parents' views on the curriculum, these obstacles can be overcome through a personal approach and good cooperation between teachers and parents. Thus, the inquiry learning model is considered effective in improving early childhood communication skills.

This study aims to highlight the effectiveness of the Directed Research Method in science classes highlighting Heat Transfer and Its Benefits in Daily Life for fifth-grade students at SD Negeri 060837 Medan. Considering the use of quantitative data, this study falls into the quantitative research category. The approach used is a quasi-experimental method, characterized by changing standard conditions to specific conditions, while monitoring and regulating external factors that may affect the research results. The study design involved two classes that received different treatments. A striking difference was seen in the science learning achievement of students taught with the Directed Research Method compared to those who did not receive the intervention. This was reflected in the average post-test results reaching 75.2 for students who learned using the Directed Research Method, while the average post-test results for students taught with the traditional method were 74.2. These findings indicate that students who participated in learning through the Directed Research Method obtained higher average scores in science lessons compared to those who did not receive the treatment. This test was applied to test the hypothesis. The t-test analysis of the learning outcomes of both classes showed a t-test value that exceeded the t-table value, namely 4.46 compared to 1.669. The acceptance of Ha shows that the Directed Research Method successfully supports the teaching of Heat Transfer and Its Benefits in Daily Life to fifth-grade students at SD Negeri 060837 Medan in the 2024/2025 academic year. Therefore, it can be concluded that the Directed Research Method has a significant influence on science lessons that discuss Heat Transfer and Its Benefits in Daily Life.

This study aims to: 1) to determine the description of the science abilities of children in group B before treatment with the guided inquiry method at Pembina Bungi State Kindergarten, 2) To determine the description of the development of science abilities of children in group B using the guided inquiry method at Pembina Bungi State Kindergarten. The research technique is an experiment with the design of this study One Groups Pretest-Posttest Design. Data collection techniques used in the study are observation, testing and documentation. The subjects of this study were 10 children divided by the study conducted pretest and posttest. The results of this study indicate that 1) the science abilities of children in group B1 with the guided inquiry method have the highest achievement of developing very well at 79% and the lowest value of 58%, and the average value is 71.3%. 2) the results of the posttest of the science abilities of children in group B1, the highest achievement developed very well at 92%, the lowest achievement developed according to expectations at 71%, and the average was 84.6%. This shows the influence of students' science abilities when given the guided inquiry method in group B at Pembina Bungi State Kindergarten, Baubau City. Overall, the study concludes that the guided inquiry method is effective in improving early childhood science learning outcomes, particularly in enhancing curiosity, critical thinking, and problem-solving skills in the classroom context.

This research is motivated by the low critical thinking skills of fifth-grade students at SDN Nurul Ittihad, Jambi City. Critical thinking skills are very important for students to face challenges in the modern era, so appropriate learning strategies are needed to develop them. This research aims to improve students' critical thinking skills through the application of a guided inquiry learning model in Natural and Social Sciences (IPAS) subjects. The research method used is Classroom Action Research (CAR) with reference to the Kemmis and McTaggart model which includes four stages, namely planning, implementation and observation, reflection, and re-planning. This research was conducted in two cycles, each consisting of three meetings. Data were collected using documentation, tests, interviews, and observations to measure the increase in student engagement, teacher activity, and learning outcomes that reflect critical thinking skills. The results showed a significant increase in several indicators. Student engagement increased from 87% in cycle I to 92% in cycle II. Teacher activity also increased from 71% in cycle I to 83% in cycle II. Meanwhile, the percentage of students achieving learning mastery increased sharply, from 21% before the intervention to 68% in Cycle I, and 89% in Cycle II. These findings indicate that the implementation of the guided inquiry model can actively and purposefully improve students' critical thinking skills. This model effectively encourages students to become more involved in the learning process, ask questions, explore information, and develop a deeper understanding of the subject matter.

Christian Religious Education (CRE) plays a strategic role in shaping students’ faith, character, and theological thinking. However, CRE learning is often delivered in a one-way manner, emphasizing doctrinal memorization, which hinders the development of contextual and critical faith reflection. This study aims to evaluate the implementation of the inquiry-based learning strategy in CRE and to assess its effectiveness in fostering students’ theological critical thinking. The central issue addressed in this research is the low level of student engagement in meaningful learning processes and their limited ability to connect faith teachings with real-life contexts. Employing a descriptive qualitative approach through in-depth analytical study, this research offers a novelty in the integration of inquiry strategies that enable students to ask questions, investigate, discuss, and reflect on faith teachings actively and contextually. The findings reveal that this strategy significantly enhances students’ understanding of biblical values, cultivates reflective theological responses, and strengthens the relevance of CRE to real-life situations. Inquiry-based learning proves to be a transformative and applicable pedagogical approach for contemporary CRE instruction.

Through literature analysis, this study aims to evaluate the effectiveness of the guided inquiry learning paradigm in teaching science at the primary school level. The methodology used in this research is qualitative, characterized by a literature review that analyzes various publications related to the implementation of the guided inquiry model. The results of the analysis show that the inquiry learning approach is effective for increasing student learning achievement, improving science processes, and increasing student learning motivation in science subjects. This model facilitates students to be actively involved in the learning process while still receiving direction from the teacher. The results of this study indicate that a directed inquiry learning model can serve as an effective alternative for science learning in primary schools.

This study aims to describe the application of the inquiry approach in science learning for early childhood. The inquiry approach is believed to be able to foster curiosity, critical thinking skills, and exploration skills in children from an early age. The research method used is descriptive qualitative with observation and documentation techniques. The subjects of the study were children in the Playgroup at Kiddie Care. The results of the study indicate that the inquiry approach can increase children's active involvement in the science learning process, such as when observing objects, asking questions, and trying to find answers through simple experiments. The application of inquiry also encourages children's communication and cooperation skills in groups. Thus, the inquiry approach is effectively applied in science learning in PAUD.

The inquiry learning strategy is a pedagogical approach that positions students as active agents in the process of seeking and discovering knowledge. This paper explores the definition, characteristics, underlying principles, advantages, limitations, and implementation stages of the inquiry strategy in learning processes. Rooted in constructivist theory, it emphasizes the value of direct experience and critical thinking in constructing understanding. The analysis reveals that inquiry-based learning enhances students’ critical thinking skills, independence, active participation, motivation, and self-confidence. However, successful implementation requires teachers to be well-prepared in designing meaningful and adaptable instruction. This article recommends applying the inquiry strategy selectively and contextually, especially within Islamic Religious Education, to foster reflective reasoning and character development among students.

The digital era requires the world of education to adapt to learning innovations that can increase student participation and enthusiasm, especially at the elementary school level. This research was motivated by students' low interest in learning which was influenced by conventional learning methods that were less interactive. The aim of this research is to examine the effectiveness of creative learning strategies through collaboration between gamification and inquiry methods in increasing student enthusiasm for learning. This research uses a qualitative approach with a case study method carried out in one elementary school in Indonesia. Data was collected through observation, interviews and documentation, then analyzed descriptively. The research results show that the integration of gamification with inquiry methods can significantly increase students' active involvement, curiosity and enthusiasm for learning in the learning process. The use of game elements combined with independent exploration is proven to create a fun and challenging learning atmosphere. The implications of these findings show the importance of implementing innovative and contextual learning strategies to support student learning processes in the digital era. This strategy is recommended as an alternative learning method that is relevant to be widely implemented in elementary schools.

This study aims to improve student learning outcomes through the application of inquiry learning models in Natural and Social Sciences (IPAS) subjects in class IV MIS An-Nizham Jambi City. The background of this study is based on the low involvement and understanding of students in the IPAS material, as well as the dominance of the lecture method used by teachers in the learning process. This study is a classroom action research (PTK), data was collected through (1) Teacher observation sheets, (2) Student observation sheets, (3) Student learning outcome test questions. Data analysis in this study used the percentage formula. Data analysis in this study used the percentage formula. The increase in student learning outcomes in IPAS learning in cycle I has not reached the Minimum Completion Criteria value that has been set at MIS An-Nizham Jambi City with a percentage value of 74.4% (good category), while when applying the inquiry learning model to Natural and Social Sciences learning in cycle II showed that 25 students with a percentage value of 91.15% were in the very good category and had reached the KKM but 2 more students had not reached the KKM. Based on the results of data analysis, it can be concluded that by implementing the inquiry learning model, it can increase teacher and student activities, and can improve student learning outcomes, in Natural and Social Sciences lessons in class IV MIS An-Nizham, Jambi City

This study is a literature review aimed at examining the effectiveness of the guided inquiry model based on STEM in enhancing students’ critical thinking skills. The guided inquiry model provides a structured framework for students to explore problems under teacher guidance, while the STEM (Science, Technology, Engineering, and Mathematics) approach promotes interdisciplinary, contextual, and practical learning. Through an analysis of various relevant articles and scholarly journals, the findings indicate that the implementation of the guided inquiry model integrated with STEM consistently improves students' critical thinking abilities, particularly in areas such as analysis, evaluation, and reasoning. The study also highlights the crucial role of teachers as active facilitators in the learning process and the need for adequate resources to effectively apply this approach. The results of this review are expected to serve as a reference for educators and researchers in developing innovative and 21st-century-oriented learning strategies.

The inquiry learning strategy is a learning approach that places students at the center of the learning process by emphasizing the development of critical thinking skills, analysis, and independent concept discovery through a question and answer process, exploration, and investigation. This study aims to examine the effectiveness of the inquiry learning strategy in improving students' conceptual understanding and critical thinking skills in certain subjects. The method used is quantitative research with a quasi-experimental design involving an experimental group that applies the inquiry strategy and a control group with conventional learning methods. Data were collected through conceptual understanding tests and critical thinking skills assessment instruments before and after treatment. The results of the study showed that the application of the inquiry learning strategy significantly improved students' conceptual understanding and critical thinking skills compared to conventional learning methods. In conclusion, the inquiry learning strategy is effectively used as an alternative learning method that can improve the quality of the process and student learning outcomes. The implications of this study suggest that teachers integrate inquiry strategies in learning to encourage students to become active and creative learners and improve high-level thinking skills.

This research aims to improve student learning outcomes through the inquiry method on the subject of special treatment of fruit plant seeds. The study was conducted as classroom action research (CAR) at SMKN 1 Gondang for class XI Agribusiness of Food Crops and Horticulture (ATPH). The research was carried out in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through tests and observation sheets. The results show that the inquiry method significantly improves student engagement and cognitive outcomes. Average class performance increased from 62% in Cycle I to 85% in Cycle II. These findings suggest that inquiry-based learning can enhance students' critical thinking and understanding in agricultural subjects.

Inquiry learning strategy is an educational approach that places students at the center of the learning process by encouraging them to actively seek, discover, and conclude knowledge through questioning, observing, and critically analyzing. In this strategy, students are not passive recipients of information from the teacher but are directly involved in learning activities that demand critical and analytical thinking skills. Through inquiry learning, students develop critical thinking abilities by engaging in stages such as problem formulation, hypothesis development, data collection, and drawing conclusions based on observations and analysis. This approach has been proven effective in enhancing students’ critical thinking skills as it promotes active and independent participation in learning, while also boosting motivation and self-confidence. The teacher acts as a facilitator who guides and motivates students to sharpen their critical thinking skills in solving problems systematically and logically. Thus, inquiry learning strategy not only enriches students’ understanding of the subject matter but also equips them with essential thinking skills to face future life and learning challenges.  

21st century education demands the development of essential skills such as critical thinking, creativity, collaboration, and communication. Inquiry learning strategies, which focus on students' active involvement in the exploration and investigation process, are one of the relevant approaches to address these challenges. This study aims to identify integration patterns and contributions of inquiry learning strategies to the development of 21st century skills that are trending research references and challenges in their implementation through the Systematic Literature Review (SLR) method. The literature was collected from scientific databases such as Scopus, ERIC, and Google Scholar, with a publication period between 2016–2024. The results of the analysis of 21 selected articles showed that inquiry strategies have integration patterns in guided inquiry, problem-based learning (PBL), and project-based learning (PjBL) learning models, contributing to developing analytical thinking patterns, freedom to explore, training teamwork, and fluent interaction. Inquiry is an adaptive strategy in various learning contexts, but systemic and technical obstacles are still found in its implementation.

Inquiry learning strategy is an educational approach that places students at the center of the learning process by encouraging them to actively seek, discover, and conclude knowledge through questioning, observing, and critically analyzing. In this strategy, students are not passive recipients of information from the teacher but are directly involved in learning activities that demand critical and analytical thinking skills. Through inquiry learning, students develop critical thinking abilities by engaging in stages such as problem formulation, hypothesis development, data collection, and drawing conclusions based on observations and analysis. This approach has been proven effective in enhancing students’ critical thinking skills as it promotes active and independent participation in learning, while also boosting motivation and self-confidence. The teacher acts as a facilitator who guides and motivates students to sharpen their critical thinking skills in solving problems systematically and logically. Thus, inquiry learning strategy not only enriches students’ understanding of the subject matter but also equips them with essential thinking skills to face future life and learning challenges.

This research aims to improve students' learning outcomes on biodiversity materials by applying inquiry learning strategies in class X-A SMA Negeri 2 Tondano. This research was carried out in two cycles, each with three meetings. In the first cycle, the student's learning outcomes showed classical completeness only reached 50%, with an average score of 75.6. This is due to students' lack of active participation in passive learning. Based on the reflection results, improvements were made in the second cycle by emphasizing increasing students' activeness in asking, answering, and discussing. The results in the second cycle showed a significant improvement, with an average score of 86.6 and classical completeness reaching 90%. This improvement shows that inquiry learning strategies effectively improve student learning outcomes. Although two students had not achieved completeness, the remedial provided succeeded in helping them achieve results on par with other students. This research proves that inquiry-based learning can increase students' involvement in learning and improve their learning outcomes. Therefore, it is recommended that inquiry learning strategies be applied more widely in other classes to improve the quality of education.  

This study aims to analyze the effectiveness of the guided inquiry learning model on student learning outcomes in the science and natural sciences material on differences in characteristics between spaces. The research method used is a literature study by collecting and analyzing various relevant academic sources. Data were collected from journals, books, and previous studies that discuss the guided inquiry learning model and its impact on student learning outcomes. The results of the literature study indicate that the guided inquiry learning model is effective, can improve students' understanding and learning outcomes compared to conventional learning models. This model allows students to be more active in exploring concepts, thinking critically, and developing problem-solving skills. Thus, the guided inquiry learning model can be an effective alternative in science and natural sciences learning to improve student learning outcomes