Education in the current era requires many methods to improve the learning
process and learning outcomes. The variety of methods in learning makes
learning more meaningful for students and enthusiastic. This study aimed to
determine using the Inquiry-Based Learning (IBL) model to improve student
learning outcomes in the Geography subject at SMA Negeri 2 Purbalingga.
This was classroom action research (CAR). It was carried out in two cycles.
Each cycle consisted of four stages: planning lessons, learning
implementation, observation, and reflection and evaluation. The subjects
were 35 students of grade X IPS class 4 at SMA Negeri 2 Purbalingga.
Specifically, there were 14 male students and 21 female students. The data
were collected through observations and tests.
Then, it was analyzed using the observation process, student work, and
documentation. The result indicated that applying the Inquiry-Based
Learning (IBL) model in geography learning in grade X SMA Negeri 2
Purbalingga increased the average score of student learning outcomes on
learning completeness. At the beginning of the study, it reached 18 students
or 51%. However, it reached 21 students or 60% in the first cycle and 30
students or 86% in the second cycle with applications as learning media. So,
student activity increased the students learning outcomes, and the class
conditions became fun during the learning process.