Peningkatan Hasil Belajar IPAS pada Murid dengan Kesulitan Belajar Melalui Model Pembelajaran Inkuiri Terbimbing

Improving IPAS Learning Outcomes for Students with Learning Difficulties through the Guided Inquiry Learning Model

Abstract

This study aims to improve learning outcomes in Natural and Social Sciences (IPAS) for fifth-grade students with learning difficulties at SDN 002 Kombeng by implementing the guided inquiry learning model. The study was motivated by the low IPAS learning outcomes among students with learning difficulties and the limited research adapting the guided inquiry model within an inclusive school context. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart design and was conducted over two cycles. Each cycle comprised planning, action implementation, observation, and reflection. The research subjects consisted of five students with learning difficulties. The intervention involved applying the guided inquiry model's syntax, combined with modified student worksheets, simplified instructions, concrete media, and individualized scaffolding tailored to student needs. Data were collected through learning outcome tests, student activity observation sheets, and documentation, then analyzed using both quantitative and qualitative descriptive methods. Success indicators were established based on an individual Minimum Mastery Criterion (KKM) of 70 and a minimum class mastery rate of 75%. The results showed that the average learning outcome score increased from 28 in the pre-cycle stage to 62 in Cycle I and 80 in Cycle II. All students achieved the KKM by the end of Cycle II. Student engagement also improved, shifting from the "moderately active" category (71–75%) to the "active" category (75–92%). The findings indicate that implementing the guided inquiry learning model—accompanied by adaptive learning accommodations—effectively improves IPAS learning outcomes and engagement for students with learning difficulties in inclusive schools.