Pendekatan Inkuiri dalam Pembelajaran IPA SD: Analisis Teoretis dan Implikasi Pedagogis
Keywords:
Inquiry-Based Learning, Science Education, Elementary School, Science Process Skills, Critical ThinkingAbstract
This article examines the inquiry-based approach in elementary science education through a theoretical analysis and its pedagogical implications. Inquiry-based learning positions students as active participants in the scientific investigation process, involving questioning, hypothesis development, data collection, and evidence-based conclusion drawing. The study integrates constructivist, progressive, and sociocultural perspectives to explain the relevance of inquiry learning to elementary students’ cognitive development. The analysis indicates that inquiry-based instruction enhances conceptual understanding, science process skills, scientific attitudes, and critical thinking abilities. Pedagogical implications include the teacher’s role as a facilitator, the use of guided inquiry, and the implementation of authentic assessment focused on learning processes. Despite challenges such as limited resources and teacher readiness, inquiry-based learning holds strong potential to strengthen scientific literacy and 21st-century competencies in elementary education.
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