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The aim of this research is to delineate and elucidate the manner in which audiovisual media may be employed to enhance the academic achievements of students enrolled in dance in XI IPA 3 SMAN 1 Ulakan Tapakis. Classroom action research was the twice-repeated method of inquiry. Thirty students enrolled in class XI IPA 3 at SMAN I Ulakan Tapakis participated in the investigation. The data were acquired by consulting relevant documentation, observation logs, cognitive knowledge test outcomes, and psychomotor skills test results. The results of this study indicate that the integration of audiovisual resources into the dance curriculum at SMAN 1 Ulakan Tapakis's class XI IPA 3 had a substantial beneficial effect on the academic achievement of the students. This is supported by the substantial improvement in pupil learning outcomes during cycles I and II. In its totality, Cycle I exhibited a learner activity rate of 40%. In contrast, during the entire duration of the second cycle, student engagement increased by 83%. Cycle I yielded an overall pupil learning outcome of 63%. On the contrary, cumulative student learning outcomes exhibited a surge to 90% in cycle II. Therefore, the effective implementation of incorporating audiovisual materials into SMAN I Ulakan Tapakis, which is part of the XI IPA 3 course, has enhanced the results of dance education.

The problem that occurs in class V SD Inpres Malakaya is the lack of application of a learning approach resulting in learning that tends to be boring and low social studies learning outcomes.This research is a Classroom Action Research (CAR) which aims to find out the increase in social studies learning outcomes by applying an inquiry approach in Class 5 of SD Inpres Malakaya, Gowa Regency. Learning is carried out for 2 cycles, each cycle has 4 stages, namely: planning, implementing, observing, and reflecting. Data collection tools in this study are observation, tests, and documentation.Student learning outcomes in cycle I showed that 11 students who completed social studies had completed the KKM with the highest score of 75, then the test was continued again in cycle II with a slight improvement in that students' learning outcomes in cycle II increased, as many as 20 students fulfilled the KKM. with the highest score of 100. Based on the results of the classroom action research that has been done, it can be concluded that the application of the inquiry approach can improve social studies learning outcomes for 5th grade students of SD Inpres Malakaya, Gowa Regency. With a completeness value in the first cycle of 50% and in the second cycle of 91%. So from cycle I to cycle II the social studies learning outcomes of students increased by 41%.

This type of research is quantitative with a pre-experimental research design in the form of One Group pretest-posttest. This study aims to determine the effectiveness of the guided inquiry learning model by teaching material properties of objects in class V SD Inpres Pare'-pare', in terms of the achievement of mastery of learning outcomes; student activity in participating in learning; and students' responses to the use of inquiry learning models. This study uses two observed variables, namely the independent variable (X) in this study is the learning model, namely the guided inquiry learning model and the dependent variable (Y) in this study is the result of learning science in grade V SD Inpres Pare'-Pare'. The population of this study were fifth grade students of SD Inpres Pare'-Pare'. The sampling technique used is saturated sampling technique, by making the population a sample of 20 students. The research instruments used were learning achievement tests, activity sheets, and response sheets, while the data collection techniques in this study used learning achievement tests, documentation and observation. The data analysis used was descriptive statistical data analysis, activity data analysis and student response data analysis. The results of this study indicate that the average posttest result is 94. As for the percentage of student activity after the use of the guided inquiry learning model is 82% and for the positive response of students to the use of the guided inquiry learning model is 96%. Based on the results of the research above, it can be concluded that the results of research on the use of effective guided inquiry learning models are used in learning science material on the properties of objects in class V SD Inpres Pare'-Pare', Bajeng District, Gowa Regency.

   This study aimed to investigate the effect of inquiry model on students' learning outcomes in social studies at the elementary school level. The study employed an experimental research design, using a sample of 23 sixth-grade students from SDN Trawas 1. The results showed that the use of the inquiry model in social studies significantly improved students' learning outcomes compared to the conventional method. In teaching social studies, the inquiry model can be applied by choosing topics that are interesting and relevant to students' daily lives. Thus, the use of the inquiry model in teaching social studies at the elementary school level can provide significant benefits to students, such as improving their learning outcomes and motivating them to learn independently and creatively.