INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9, ISSUE 03, MARCH 2020 ISSN 2277-8616 4367 IJSTR©2020 www.ijstr.org Inquiry: A Learning Model To Improve The Learning Outcomes Of Character Okta Rosfiani, Cecep Maman Hermawan, Abdul Latief Sahal, Nur Fadillah Mawartika Abstract— Inquiry-based teaching is a teaching model that has been developed to teach students how to think, obtain higher-order thinking including cognitive processes such as understanding, comparing, and evaluating. There is a lack of studies currently investigating inquiry-based teaching that is tailored to the learning of character. The purpose of this study is to describe the use of inquiry models and analyze the improvement in learning outcomes using inquiry models. This class action research uses the Kemmis & McTaggart design. Participants in this study were sixth-grade students at one of the Integrated Islamic Elementary Schools in South Tangerang, Banten Province, Indonesia. Data has been collected through tests, observations, and documents. Data were analyzed using text analysis and descriptive statistics. The research data shows that the inquiry model can improve student learning outcomes in Character on Budi Pekerti topics. Student learning outcomes in the pre-cycle by 67%, then increased in the first cycle by 90% after being given action using an inquiry learning model. Index Terms— inquiry learning model, learning outcomes, elementary school. ——————————  —————————— 1 INTRODUCTION THE inquiry approach is important for use with gifted children [1]. The inquiry model is one of the very efficient learning models for presenting organized information in various subjects. [2] says that learning outcomes for inquiry-based teaching are gaining knowledge about the focus of inquiry, developing thinking and reasoning skills, developing metacognitive skills, and developing positive attitudes towards inquiry and appreciation for knowledge.[3] examine what problems arise when integrating two disciplines, how curriculum units based on birdsong differ when students experience problems from different points of view, and how projects can require inquiry-based learning. [4] requires that educators need to explain to students the need to develop information literacy to support their questions, and that specific approaches to facilitation from peers, librarians and academics are very helpful when designing inquiry-based learning. The author believes that the inquiry model is a good motivator of learning and can be done on more objective science learning with examples that show how a teacher, at least, can start with inquiry learning and incorporate more creative thinking [5]. Also, the authors share examples of differentiation in science curricula that focus on the use of inquiry with teachers who work side by side with university professors in the Science laboratory [6].So far the existing research only presents data on the results of investigations for gifted children, curriculum units (eg. music and science), science learning, and literacy. There is a lack of studies currently investigating inquiry-based teaching that is tailored to the learning of Character. [7] states that applying this method allows us to carry out further value calculations for certain details in certain images which allows, furthermore, more efficient searching to be possible.The purpose of this study is to describe the use of inquiry models, analyze improvement in learning outcomes using inquiry models. The findings of this study will help improve students' understanding of Character subjects on the Budi Pekerti topic. Inquiry model, able to bring students to higher-level thinking and more critical. As explained by [2] that inquiry-based teaching is another teaching model that has been developed to teach students how to think. Inquiry-based teaching rests on the same basic theory previously described for concept teaching. 2 LITERATURE REVIEW 2.1 Inquiry Learning Model The inquiry teaching model is another teaching model that has been developed to teach students how to think [2]. This model is based on three interrelated components: (1) input consists of curriculum information and assessment, (2) interventions representing educational procedures and materials, and (3) outputs signifying learning achievement [8]. [9] suggested that stakeholders should make policies that support inquiry learning environments to increase student interest in learning, which not only affect student outcomes in cognitive assessment but also in affective and psychomotor assessments. The author believes that this is broader and more comprehensive.The Community of Inquiry (COI) framework will help educators better understand the use of e- learning as an effective pedagogical platform [10]. [11], recommends that to enhance the students' level of knowledge construction, teachers should design case-based discussions that are combined with social events or life experiences that integrate authentic aspects of personal life rather than pure theory or debate issues. Such a truly reflective inquiry model needs to be firmly grounded in critical theory by incorporating the application of principles, not procedures, in the investigation of social issues [12]. The author suggested developing understanding through inquiry by conducting a self- designed, open-ended, systematic inquiry that required autonomous learning involving metacognitive skills and time management skills [13]. 2.2 Learning Outcomes Learning outcomes are changes that change people in their attitudes and behavior. Meanwhile, according to [14], learning outcomes are arguments presented to show emptiness and usefulness when abused in this way, and an explanation of their inability is offered. We conclude with several recommendations for accreditation guidelines for assessing ————————————————  Department of Teacher Education Madrasah Ibtidaiyah, Faculty of Character, Universitas Muhammadiyah Jakarta, Indonesia. E-mail: rosfianiagus@gmail.com  Department of Teacher Education Madrasah Ibtidaiyah, Faculty of Character, Universitas Muhammadiyah Jakarta, Indonesia.  Bachelor degree, alumni in Madrasah Ibtidaiyah Teacher Education in the Faculty of Character in Universitas Muhammadiyah Jakarta, Indonesia.  Currently pursuing a bachelor's degree program in Madrasah Ibtidaiyah Teacher Education, in the Faculty of Character, in Universitas Muhammadiyah Jakarta, Indonesia.