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This study aims to describe relevant digital marketing strategies to improve the competitiveness of the Rafika Dompo Banana MSME in Soguo Village, Bolaang Uki District, South Bolaang Mongondow Regency, and analyze the supporting and inhibiting factors in implementing these strategies. This study uses a qualitative approach with a case study method. Data collection was conducted through observation, in-depth interviews with the owner, employees, and consumers, and documentation. The data analysis technique used a narrative inquiry model. The results of the study indicate that the digital marketing implementation of the Rafika Dompo Pisang MSME is still at a basic stage, utilizing WhatsApp and Facebook organically with simple content managed directly by the owner. Limited digital knowledge, minimal paid promotion budget, and suboptimal utilization of marketplace platforms are the main obstacles. Nevertheless, promotion through social media has been proven to increase product visibility and reach consumers. Supporting factors include maintained product quality, government support for licensing, and consignment collaboration. Consumer perception of the product is very positive, and existing digital promotions are considered to assist in purchasing decisions. In conclusion, the implemented digital marketing strategy is still simple but has a positive impact. Increasing competitiveness requires strategy optimization through increased digital literacy, platform diversification, and more planned resource allocation.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

This research is motivated by the low learning outcomes of students caused by the lack of learning activities involving students, as the learning process is still centered on the teacher. This makes students less active in participating in learning. This study aims to describe the improvement in student learning outcomes in Pancasila and Citizenship Education learning using the Inquiry model assisted by audio-visual media in class IV of SDN 16 Padang Besi, Padang City. The type of research used is classroom action research (CAR) with qualitative and quantitative approaches, carried out in two cycles. The research procedure consists of planning, implementation, observation, and reflection. The data obtained are related to learning outcomes using the Inquiry model assisted by audio-visual media. Data collection techniques include observation, tests, and non-tests. The research subjects involved class teachers as observers, researchers as practitioners, and 26 class IV students. The results of the study show that: first, the cycle I teaching module obtained an average of 85.3% (B), increasing in cycle II to 95% (SB). Second, the implementation results of the teacher's learning aspects in cycle I reached 82% (B), increasing in cycle II to 96% (SB). Third, the implementation results of the students' learning aspects in cycle I were 82% (B), increasing to 96% (SB) in cycle II. Fourth, the average student learning outcomes in cycle I were 77 (C), increasing to 89 (B) in cycle II. Thus, it can be concluded that the Inquiry model can improve student learning outcomes in Pancasila and Citizenship Education learning.

This study aims to determine the effect of Problem Based Learning (PBL) and Inquiry learning models on students’critical thinking skills and cognitive learning outcomes on the topic of the human respiratory system. This research used a quasi-experimental design with a Non-Equivalent Pretest-Posttest Control Group Design. The research subjects were three eighth-grade classes at SMP Negeri 13 Lebong, consisting of two experimental classes taught using the PBL and Inquiry models and one control class using conventional methods. The research instruments included essay tests to measure critical thinking and multiple-choice tests to assess cognitive learning outcomes. Data were analyzed using ANOVA and LSD tests. The results showed significant differences among the three groups. The PBL model produced the highest improvement in both variables, followed by Inquiry, and lastly the control group. Therefore, PBL is proven to be the most Effective model inimproving students' critical thinking and cognitive learning outcomes in science education.

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.

This study aims to analyse the implementation of the social inquiry learning model assisted by Kahoot media in improving the curiosity and learning independence of fourth-grade students at SD Negeri Mangkubumen Wetan Surakarta in the 2024/2025 academic year. This research employed a descriptive qualitative approach with data triangulation techniques, including observation, interviews, and documentation. The research subjects consisted of 28 students, the classroom teacher, and the principal. The results showed that the application of the social inquiry model supported by Kahoot increased students’ curiosity from an initial estimate of 30% to 50%. However, the improvement in learning independence was still not optimal, although some students began to show initiative and responsibility. Kahoot created a fun, competitive, and interactive learning environment, which enhanced student motivation and participation. This study concludes that integrating the social inquiry model with interactive digital media like Kahoot is effective in developing students’ critical thinking, curiosity, and learning independence.

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.

Guided inquiry is recognized as an effective instructional model for Vocational High Schools (SMK), as it actively engages students in systematic exploration and investigation with teacher guidance. This study aims to address the problem of low student engagement and learning outcomes by implementing the guided inquiry model in classroom instruction. The research employed a Classroom Action Research (CAR) design, conducted over two cycles, each comprising the stages of planning, action, observation, and reflection.The participants consisted of 36 students from Class X of the Agribusiness for Food Crops and Horticulture (ATPH) program at SMK Negeri 1 Purwosari during the 2024/2025 academic year. Data collection instruments included student engagement observation sheets, evaluation tests, and documentation, with data analyzed using descriptive quantitative methods. The findings revealed that the guided inquiry model significantly improved both student engagement and learning outcomes in the topic of vegetative propagation. Student engagement increased from 32.81% in the pre-cycle to 70.49% in the first cycle and 84.72% in the second cycle. Similarly, the percentage of students achieving mastery in learning outcomes rose from 38.89% in the pre-cycle to 83.33% in the first cycle and reached 100% in the second cycle.

The main objectives of this study were to determine whether students of grade VIII of SMPS Muhammadiyah 1 Medan could write explanatory texts using the Inquiry model, to find out whether they could write explanatory texts using the Teams Games Tournament model, and to find out how the Teams Games Tournament model affected the ability of grade VIII students in writing explanatory texts. A total of 64 students were selected from a population of 351 grade VIII students and divided into two groups: the experimental group (32 participants) and the control group (32 participants). General statements, sequences of events, conclusions, causal and chronological conjunctions, technical terminology, and nouns were some of the instruments used. After the quantitative test of the two experimental groups, data analysis techniques such as hypothesis testing, normality testing, and analysis requirements testing were applied. The calculated t value > t table (3.42423 > 2.04227), which shows that grade VIII students at SMPS Muhammadiyah 1 Medan significantly increased their capacity in writing explanatory texts during the 2023/2024 academic year, indicating that the Teams Games Tournament Model has a significant impact on the ability to write explanatory texts.