This study is motivated by the low understanding of science concepts among Madrasah Ibtidaiyah students due to the dominance of conventional teacher-centered learning methods. The purpose of this study is to examine the implementation of the inquiry learning model in improving students’ understanding of science concepts and its effectiveness in the learning process. This research uses a qualitative approach with a descriptive design. The subjects consist of 10 informants, including the principal, science teachers, and fifth-grade students, selected through purposive sampling. Data collection techniques include observation, interviews, and documentation, while data analysis uses the Miles and Huberman model. The results show that the implementation of the inquiry learning model increases student activeness, engagement in learning, and deeper understanding of science concepts. Students are not only able to memorize materials but also explain concepts in their own words and relate them to real-life situations. In conclusion, the inquiry learning model is effective in improving students’ conceptual understanding and creating meaningful learning experiences. The implication suggests that teachers should apply the inquiry model as an innovative alternative in science learning at Madrasah Ibtidaiyah.