Implementation of the Inquiry Approach in Integrated Science and Social Studies Learning to Foster Curiosity and Responsibility among Fourth Grade Students at SD Negeri 13 Lolong Belanti

Abstract

This research was motivated by the low level of student participation in asking questions and the lack of student accountability in group work during fourth-grade science (IPA) learning at SD Negeri 13 Lolong Belanti. This study aims to analyze and describe the implementation of the inquiry approach in IPAS learning and its impact on fostering students' curiosity and responsibility. This research used a descriptive qualitative method with a case study design. The subjects were the fourth-grade teacher and students of SD Negeri 13 Lolong Belanti. Data were collected through participatory observation, in-depth interviews, and documentation studies, then analyzed using data reduction, data display, and conclusion drawing/verification, with data validity checked through source and technique triangulation. The results show that the implementation of the inquiry approach took place through five phases: problem orientation and presentation, formulating questions/hypotheses, planning and conducting investigations, collecting and analyzing data, and drawing conclusions and communicating results. This approach proved effective in fostering students' curiosity, marked by the courage to ask questions, initiative in seeking information, and enthusiasm in conducting experiments, as well as fostering responsibility, marked by awareness of completing group tasks on time and taking care of experimental equipment. This research recommends that teachers consistently apply the inquiry approach accompanied by positive reinforcement for students whose curiosity still needs to be encouraged.