The purpose of this study is to examine the development of scientific publications related to the use of the Inquiry Based Learning (IBL) model in improving students' mathematical critical thinking skills from 2015 to 2025. This research uses a bibliometric analysis approach with a descriptive approach, where data is collected through searches on Google Scholar and analyzed using the Publish or Perish and VOSviewer applications to identify publication trends, researcher collaboration, and mapping of main topics. From a total of 200 initial documents, 16 articles met the criteria and were analyzed further. The results showed a fluctuating trend in the publication of IBL studies on MVC, with peaks of attention occurring in 2020 and 2022. Network visualization and keyword density show that IBL and MHS topics continue to be an important focus, but face implementation challenges that require further attention. This research is expected to be a reference in designing effective learning strategies to improve critical thinking skills.

This research aims to analyze the effect of using time board media in increasing students' conceptual understanding of time material in class 1 of SD Negeri 104202 Bandar Setia. The background to this research stems from students' low understanding of the concept of time due to learning methods that are still abstract. The research method used is Classroom Action Research (PTK) with the Kemmis and McTaggart model which consists of two cycles. Each cycle includes planning, implementation, observation, and reflection. The research results show that the use of time board media can significantly increase students' understanding of the concept of time. In pre-action, only 24.1% of students achieved good understanding, whereas after implementing time board media in the second cycle, this percentage increased to 72.4%. This increase shows that the time board media is effective in helping students understand the concept of time concretely. Thus, the use of time board media is recommended as an innovative learning strategy in increasing understanding of mathematical concepts in early grade students.