Implementation of Guided Inquiry Model in Science Learning to Improve Critical Thinking Skills of Junior High School Students: Literature Review

Abstract

This study aims to examine in depth the implementation of the Guided Inquiry model in Natural Science (IPA) learning at the Junior High School (SMP) level as a strategy to improve students' critical thinking skills. The method used in this study is library research, by reviewing various literature sources such as books, national and international journal articles, and previous research results relevant to the topic. This study focuses on analyzing the basic concepts of the Guided Inquiry model, its implementation stages, and its relationship to the development of critical thinking skills that include the ability to analyze, evaluate, and draw logical conclusions. Based on the results of the literature synthesis, it was found that the Guided Inquiry model is effective in creating student-centered learning, facilitating the process of independent discovery of scientific concepts, and encouraging students to be active in the scientific investigation process. In addition, this model is in line with the spirit of the Independent Curriculum which emphasizes strengthening the profile of Pancasila Students, especially in the dimensions of critical and creative reasoning. However, the implementation of this model requires teacher readiness in designing structured inquiry stages and the support of adequate learning facilities. Thus, the implementation of the Guided Inquiry model in science learning can be a strategic alternative to build critical thinking skills in junior high school students sustainably in the 21st century education era.