Abstract
School learning is seen as emphasizing the achievement of cognitive aspects, while affective aspects tend to be neglected. Thus causing imbalances in the formation of students' overall competence. To answer these challenges, a Value Inquiry learning model was developed that can balance cognitive and affective aspects integrated in thematic learning. This research used a modified Research & Development approach through three stages of implementation: preliminary study, model development, and model validation test. This research involved five elementary schools in Garut Regency. The instruments used included expert validation questionnaires, observation sheets, attitude questionnaires, and learning outcome tests. The limited and broad trials showed a significant increase in both concept understanding and students' social attitudes, it was shown by the results of the N-Gain analysis with an increase of 29.48% in the limited experimental class test with a low interpretation, 69.06% in the broad test phase I, 69.98% in phase II, and 70.10% in the validation test with a moderate interpretation. The effectiveness test results with a value of 0.701 which indicates that the Value Inquiry learning model is quite effective in improving students' concept understanding and social attitudes. Thus, this model is very relevant and practical to be applied.