<![CDATA[This study aims to (1) describe the implementation of the guided Inquiry model integrated with volcanic eruption phenomena in heat materials, (2) describe the improvement of high school students' learning outcomes after applying the guided Inquiry model integrated with volcanic eruption phenomena in heat materials, and (3) describe high school students' responses to the application of the Guided Inquiry model integrated with volcanic eruption phenomena in heat materials. The research type used is quasi-experimental with a pretest-posttest control group design. The research sample consists of an experimental class and a control class selected from the 11th-grade population, totaling 67 students. Data collection instruments include observation sheets for learning implementation, learning outcome tests through pretests and posttests, and student response questionnaires using a likert scale. Data analysis techniques are carried out through calculating implementation percentages, hypothesis tests for mean differences, and N-Gain value analysis. The study results showed that the implementation of learning was categorized as very good, with an average of 95,03% in the first meeting and 92.73% in the second meeting. The cognitive learning outcomes of the experimental class improved, with N-Gain scores in the medium category, which were significantly higher than the control class. In addition, this model received positive responses, with the average percentage of student responses categorized as good. Based on these findings, it can be concluded that the guided inquiry model integrated with the phenomenon of volcanic eruptions was carried out optimally, effective in improving students learning outcomes on heat material, and well received by the students.]]>
