THE APPLICATION OF THE GUIDED INQUIRY LEARNING MODEL ON INDONESIAN LEARNING STUDENTS OF CLASS V SD NEGERI 39 LUBUKLINGGAU

This study aims to determine the completion of the Indonesian language learning outcomes for fifth grade students of SD Negeri 39 Lubuklinggau. The research method used is in the form of Pre Experimental Design. The population is the entire fifth grade of SD Negeri 39 Lubuklinggau and at the same time the research sample is 26 students. The data was collected using a test technique consisting of 9 questions. The collected data were analyzed by using t-test. Based on the results of the t-test analysis with a significant level of = 0.05, it was obtained that tcount (4.746) > ttable (1.708) Ha was accepted and Ho was rejected, so that it can be concluded that student learning outcomes after participating in Indonesian language learning using the Guided Inquiry model are significantly complete. The average learning outcomes of pre-test (46.65) and post-test (77.51).


Introduction
Learning is the interaction between educators and students in a learning environment or study room. School is a formal educational institution that plays an important role in improving the quality of education through learning to create a generation that has potential resources. In schools, the teacher is a figure who occupies an important position in playing a role in education.
Teachers are very influential in achieving a success during the learning process.
Therefore, teachers are required to be able to design a learning process that is active, innovative, creative, effective and fun, so that it can increase students' understanding and learning experience and make learning more meaningful.
Students in a study are required to be actively involved in the learning process, so that students are able to gain more meaningful direct experience so that they can find their own material concepts based on the experiences that students get. Student activity in learning is one of the factors that must be improved in a student, so that students can have the courage and selfconfidence of students, so that students are accustomed to finding out or doing things on their own and this activity can also affect student learning outcomes, because the results learning is the learning achievement of students who can measured by the value obtained by students after working on the questions that have been given by the teacher after the learning process takes place.
In the world of formal education, there are several fields of study that must be studied by students, one of which is the 2013 Curriculum, which places Indonesian as a subject that must be studied by students. Learning Indonesian is one of the lessons that must be implemented in education in Indonesia. The Indonesian language learning curriculum has four language skills that must be possessed by students, namely listening, speaking, writing and reading skills.
Indonesian language itself is one of the subjects taught from basic education to higher education. 116 The Application of the Guided Inquiry Learning Model on Indonesian Learning Students of Class V SD Negeri 39 Lubuklinggau Fenia Anerza, Ahmad Gawdy Prananosa, Aren Frima Based on the results of observations and interviews conducted by researchers on November 25, 2021 with class V teachers, both class VA and Class VB, regarding the learning process at SD Negeri 39 Lubuklinggau. Stating that students only listen, pay attention, and are not active in the learning process so that students are less able to develop their knowledge, skills, and potential. The teacher also explained that the material studied during one semester had not been conveyed in its entirety due to time constraints and learning activities still tended to use the lecture method in the learning process.
In addition, student activity in the learning process is still low and students' to the teacher's questions, students are also less likely to ask questions, and students always feel enough with the material presented by the teacher.
To be able to maximize and improve students' Indonesian learning outcomes for the material given or taught, teachers must try to innovate in learning by using a learning model. According to Seokamto, et al (Trianto, 2009: 22)the learning model is a conceptual framework that describes a systematic procedure in organizing learning experiences to achieve certain learning objectives, and serves as a guide for learning designers and teachers in planning teaching and learning activities. Widyagogik, Vol 10. No 1. July -December 2022 117 One of the learning models that are expected to be able to answer the problems that occur is the Guided Inquiry learning model. According to (Wulandari, 2016: 269), the Guided Inquiry learning model is a studentcentered teaching and learning activity where in the process a group of inquiry students is formed into a content or looking for answers to the content of the question through procedures and methods that are clearly outlined in the group structure. and learning will be more memorable and meaningful if students are given the opportunity to be directly involved actively in finding facts that can be seen from the environment with direction and guidance from the teacher. Guided inquiry learning is a learning model that can create a teacher-student interaction where the problem is raised by the teacher or comes from a book, then the students will work to find answers to the problem and remain under intensive teacher or teacher role as a mentor or facilitator.
Based on the description above, the researcher is interested in conducting research with the title "Implementation of Guided Inquiry Learning Models in Indonesian Language Learning for Fifth Grade Students of SD Negeri 39 Lubuklinggau".

Conceptual Description
According to (Wulandari, 2016: 269), the Guided Inquiry learning model is a student-centered teaching and learning activity where in the process a group of inquiry students is formed into a content or looking for answers to the content of the question through procedures and methods that are clearly outlined in the group structure. and learning will be more memorable and meaningful if students are given the opportunity to be directly involved actively in finding facts that can be seen from the environment with direction and guidance from the teacher.
Meanwhile, according to Nurdyansyah & Fahyuni (2016: 145) guided inquiry is activity-oriented that allows students to learn to utilize various learning resources, not only using teachers as learning resources. So that way 118 The Application of the Guided Inquiry Learning Model on Indonesian Learning Students of Class V SD Negeri 39 Lubuklinggau Fenia Anerza, Ahmad Gawdy Prananosa, Aren Frima students will be actively involved in every mental process through observation and data collection activities to draw a conclusion from what has been observed. This means that guided inquiry is a model that frees students to take advantage of various learning resources to look for existing answers with their ability to solve available problems and the teacher gives students the freedom to solve these problems. Meanwhile, According to (Jauhar, 2011: 69) guided inquiry is inquiry learning the teacher's readiness to guide students to give initial questions that lead to discussion. The teacher has an important role in determining the problem and the stages of solving it.
This can be strengthened by the opinion of (Nilasari & Adrian, 2009) the guided inquiry model is a type of inquiry where students are given the opportunity to work on formulating procedures, analyzing results and drawing conclusions independently, while in terms of determining the topic of questions and supporting materials the teacher only acts as a facilitator. According to (Bilgin, 2009) describes guided inquiry as a student-centered approach. This approach has a positive influence on students' academic success and scientific attitude.
Based on the opinion above, it can be concluded that guided inquiry learning is a learning model that can create a teacher-student interaction where the problem is raised by the teacher or comes from a book then the students will work to find answers to the problem and remain under the intensive care of the teacher or The teacher only acts as a facilitator.

Relevant Research
a. Research conducted by (Erliza, 2018)  which was carried out in two cycles where there was an increase from cycle I and cycle II. So that the achievement of the criteria for this research is proven because it is proven that the application of the guided inquiry learning model is able to improve the learning outcomes of grade IVA students at SDN Bengkulu.

Method
This study uses a quantitative approach with experimental methods.
According to (Arikunto, 2014: 9), the experimental method is a way to find a causal relationship (causal relationship) between two factors that are deliberately caused by researchers by eliminating or reducing or leaving out disturbing factors. This type of research uses Pre Experimental Designs. (Arikunto, 2013: 90) suggests that research design is a plan or design made by researchers as a description of the activities carried out. The research design used in this study is a one group pretest-posttest design (Arikunto, 2013: 124), the research design can be seen in  (Arikunto, 2014: 193). So the test in this study is in the form of essay questions.
The test was used to collect data on student learning outcomes in grade V SD Negeri 39 Lubuklinggau. In this study, the test was given twice, namely the first test was given before the learning process (pre-test) and (post-test) was given to see the final ability of students after participating in learning using the Guided Inquiry Model. The test given is in the form of an essay as The statistical hypothesis in this study is to test the difference in the average data, in this case the initial and final data, to analyze the null hypothesis (HO) and the alternative hypothesis (Hα). If the two data are normally distributed and the standard deviation is unknown, then the statistical test used is the t-test with the following formula: (Sugiyono, 2015) Keterangan: t = the calculated t value, hereinafter referred to as t count = the average value of xi n = number of sample members = hypothesized value ( = 70) S = standard deviation

Result and Discussion
This research was conducted on April 21, 2022 to May 21, 2022 using one sample class where the sample was taken randomly, where the sample in this study was class V.B with a total of 26 students consisting of 9 male students and 17 female students. The total number of fifth grade students is 51 students from 2 existing classes. In this study, the learning model used is the Guided to determine the final ability of students in mastering advertising material.

a. Description of Initial Test Data (Pre-test)
The implementation of this research begins with conducting an initial test or pre-test. This is done to determine the initial ability of each student on advertising material. The questions given in the form of Essays consist of 9 questions. The initial test was carried out on May 16, 2022 with 26 students. Based on the results of calculations on the initial test, the recapitulation of students' initial test results can be seen in table 2 it can be concluded that the initial ability of students before the guided inquiry learning model was applied was in the incomplete category, because the average score was less than minimum completeness criteria applied.

b. Description of Final Test Data (post-test)
The implementation of the research at the last meeting was carried out   This means that the learning outcomes of fifth grade students of SD Negeri 39 Lubuklinggau after the application of the guided inquiry model are more than or equal to 70 ( o 70). Thus the hypothesis proposed in this study can be accepted as true, so it can be concluded that "The results of learning Indonesian in class V SD Negeri 39 Lubuklinggau after the application of the guided inquiry learning model are complete."

e. Discussion
In this study, the researcher taught class V.B as a sample class. This study was conducted to determine the learning outcomes of fifth grade Indonesian students at SD Negeri 39 Lubuklinggau for the 2021/2022 academic year after the Guided Inquiry learning model was applied. Before the learning process begins, the researcher gives a pre-test to determine the students' initial abilities. Then proceed with learning using the Guided Inquiry learning model. Implementation of the research by making the implementation of learning tools (RPP) and research instruments consisting of tests of students' cognitive abilities on the use of guided inquiry learning models. Based on the formulation of the problem raised in this study, is the result of learning Indonesian in fifth grade of SD Negeri 39 Lubuklinggau after the application of the guided inquiry learning model in Indonesian language learning is significantly completed.
At the first meeting the author conducted a pre-test in class V. Based on the analysis of pre-test data that the results of the pre-test before the guided inquiry learning model was applied had not been completed this was because the advertising material had never been taught and the teacher had never used a learning model during the learning process.
After the pre-test is carried out, treatment will be carried out using the guided inquiry learning model. At the second meeting on Tuesday, May 17, 2022. Before doing the learning using the guided inquiry model, the condition of the class was not conducive, then the author conditioned the class by explaining how to learn using the guided inquiry model. guided inquiry learning model. After that, learning is carried out using a guided inquiry learning model. The researcher first explained about the topic, the learning objectives that took place. Then the researcher asked the students "have you seen the advertisement"? students answer the question. Then the students were formed into 5 heterogeneous groups. At this first meeting, students were not familiar with the treatment using the guided inquiry learning model. This is because students are not familiar with the formation of study groups, besides that some students feel they are not compatible with other students in their groups. This also causes the absorption of learning materials by students is not optimal. In this guided inquiry learning, 128 The Application of the Guided Inquiry Learning Model on Indonesian Learning Students of Class V SD Negeri 39 Lubuklinggau Fenia Anerza, Ahmad Gawdy Prananosa, Aren Frima the researcher also uses LKS (Student Worksheet) to find out student learning outcomes in the learning process in every meeting that is held. One group is given one worksheet and this worksheet is filled in by students based on their understanding. In this worksheet, students are expected to be able to search and find through the thinking process according to the material being taught.
At the third meeting, students were still in group form, where the group was the same as the group at the beginning of the meeting that had been formed. As at the beginning of the meeting students were given problems at the beginning. At this meeting the students were very enthusiastic in discussing it and it was seen that the students had started to get used to the use of the guided inquiry learning model. In learning by applying the guided inquiry learning model, students are accustomed to being able to find solutions and the ability to think on their own, solve problems, develop students' thinking ideas and ideas.
At the fourth meeting, at this meeting, the guided inquiry learning model was applied to the advertising material. The researcher conducted a post-test with the aim of knowing the results of learning Indonesian after the implementation of the guided inquiry learning model. From the post-test results, it was found that the average value of student learning outcomes was in the complete category. This can be seen from the learning outcomes of students who achieved the minimum completeness criteria (KKM) as many as 24 students who completed and 2 students who did not complete with an average of 77.51, but these results have changed. Based on this description, it can be concluded that learning Indonesian by using a guided inquiry learning model on learning outcomes is declared to be significantly complete.
This is in line with previous research conducted by (Erliza, 2018), based on the results of the study showing that there was an increase in learning outcomes in science subjects in class V after the implementation of the guided inquiry model. Previous research conducted by Fitria Wulandari (2016) that after the application of the guided inquiry model in science subjects there was also an increase in learning outcomes in the learning.
There is also a previous study conducted by Erzaita, et al (2020) the results showed that after the application of the guided inquiry model (Guided Inquiry) in the fourth grade thematic learning was able to improve the learning process and student learning outcomes. There is also a study conducted by (Wayan & Widiana, 2013) with the title of applying the guided inquiry learning model to improve science learning outcomes which in this study also experienced an increase in learning outcomes for fourth grade students. And finally, there is a study conducted by (Setiawan & Dkk, 2017) that after the application of the guided inquiry learning model in science and Indonesian learning that after the application there was an increase in the learning outcomes of the 5th graders.
Based on the description above, it can be concluded that the results of this study indicate that student learning outcomes after the guided inquiry learning model was applied to Indonesian language learning for fifth grade students of SD Negeri 39 Lubuklinggau were significantly completed. For more details, the pretest and post-test scores can be seen in Tables 4 and 5.

Conclusion
Based on the results of research and discussion of data about the application of the Guided Inquiry learning model in Indonesian language learning at SD Negeri 39 Lubuklinggau. An increase in the number of students who get scores above the KKM as many as 24 students and scores that are less or still below the KKM as many as 2 students. The highest score of the final test was 92 and the lowest score was 51. 4.746 and ttable is 1.708 with a significant 5% (α = 0.05) with degrees of freedom dk = n-1 where n is the number of student data. If the value of tcount > ttable, then the hypothesis is accepted, meaning that the average value of learning outcomes after applying the guided inquiry model is significantly complete.

Patents
In connection with the results that have been achieved and the obstacles encountered in this study, the researchers have the following suggestions: 1. Using the guided inquiry learning model in teaching and learning activities, teachers are expected to be more patient in guiding and training students to express opinions and develop their thoughts in class.
2. The use of guided inquiry learning models in teaching and learning activities in the classroom can be used as an alternative for teachers to improve student learning outcomes so that it will have an impact on improving the quality of school quality.