PENERAPAN MODEL PEMBELAJARAN SOCIAL INQUIRY UNTUK MENINGKATKAN PEMBELAJARAN IPS TENTANG KEGIATAN JUAL BELI PADA SISWA KELAS III SD NEGERI SUMBERADI TAHUN AJARAN 2018/2019

ABSTRACT Novita Donna Zamzami. K7115120. The Application of Social Inquiry Learning Model to improve Social Studies learning about Buying and Selling Activities in Grade III Students of SD Negeri Sumberadi in Academic Year 2018/2019. Thesis, Teacher Training and Education Faculty, Universitas Sebelas Maret Surakarta, May 2019. This study aimed to describe the steps to implement the social inquiry learning model, improve social studies learning through the application of social inquiry learning model, and describe the constraints and solutions in applying the social inquiry model. This study used a collaborative Classroom Action Research (CAR) carried out in three cycles. The data used were quantitative data and qualitative data. Quantitative data in the form of student learning outcomes, and qualitative data in the form of information on the delivery process of social studies learning by applying the social inquiry learning model. Data collection techniques used observation, interviews, and tests. The validity of the data used triangulation techniques and sources. Data analysis included data reduction, data presentation, and conclusion drawing. Data collection techniques used were observation, interviews, and tests. The results showed that the application of the social inquiry learning model was carried out with eight steps, namely: (1) orientation, (2) problem formulation, (3) hypothesis compilation, (4) hypothesis definition, (5) hypotheses exploration, (6) data collection, (7) hypothesis proving, and (8) conclusions. The application of the social inquiry learning model carried out with these steps could improve social studies learning known through an increase in the percentage of students completeness by 70.37% in the first cycle, 84.58% in the second cycle, and 88.57% in the third cycle.Constraints on the application of this model were: (1) the student did not understand the media at orientation step, (3) limited time during discussion, and (3) students still could not draw conclusions properly. The solutions are: (1) at the beginning of learning the teacher introduces the media to students, (2) the teacher makes the time more efficient by giving clear orders in group discussions, and (3) the teacher guides students to be able to draw conclusions well that have been obtained based on learning activities. Keywords: social inquiry, social studies learning, buying and selling activitie