Peningkatan Keterampilan Kolaborasi Peserta Didik melalui Model Inquiry Terbimbing pada Pembelajaran IPAS

Winda Putri Setyo Rini, Joko Daryanto, Peduk Rintayati

Abstract

One of the 21st-century skills that needs to be developed among elementary school students is collaboration. The results of observations in Grade IV at SDN Nayu Barat 1 Surakarta showed that the students’ collaboration skills were relatively low, as indicated by limited participation in discussions, uneven task distribution, and low levels of responsibility in group work. This study aimed to describe the implementation of the Guided Inquiry learning model and improve students’ collaboration skills in the IPAS learning process on the topic of Changes in the State of Matter. This study employed Classroom Action Research conducted in two cycles, involving a teacher and 27 Grade IV students at SDN Nayu Barat 1 Surakarta in the 2025/2026 Academic Year. Data were collected through observation, interviews, and documentation. The results showed that the implementation of the Guided Inquiry learning model could improve students’ collaboration skills. The average collaboration skills increased from 58.36% in the pre-action stage to 71.34% in Cycle I and 81.29% in Cycle II. Classical mastery increased from 37.04% in the pre-action stage to 70.37% in Cycle I and 88.89% in Cycle II. Therefore, the Guided Inquiry learning model can improve the collaboration skills of Grade IV students in IPAS learning on the topic of Changes in the State of Matter.

Keywords

Guided Inquiry; Collaboration Skills; IPAS (Science and Social Studies); Elementary School

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DOI: https://doi.org/10.20961/ddi.v14i6.125749

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