<![CDATA[This study examined differences in students’ learning motivation and critical thinking skills following Guided Inquiry learning in Renewable Energy physics. A quantitative quasi-experimental method with a Post-test Only Control Group Design was conducted at SMAN 1 Gondang Tulungagung. The participants were 69 Grade X students selected through purposive sampling, comprising 36 students in the experimental class (X-5) and 33 students in the control class (X-4). The study was conducted over five meetings from January 23 to February 29, 2024. The experimental class received Guided Inquiry learning, while the control class received Direct Instruction. Learning motivation was measured using a 25-item questionnaire, and critical thinking skills were assessed using five essay questions based on the respective study indicators. Cronbach’s alpha coefficients were 0.862 for motivation and 0.621 for critical thinking skills. The experimental group obtained higher mean scores for motivation (M = 88.64, SD = 9.708) and critical thinking (M = 87.50, SD = 7.020) than the control group (M = 82.30, SD = 7.768; M = 82.58, SD = 5.019). Independent-samples t-tests showed significant between-group differences in motivation, t(67) = 2.976, p = .004, Cohen’s d = 0.717, and critical thinking, t(67) = 3.324, p = .001, Cohen’s d = 0.801. MANOVA indicated a significant multivariate difference, Pillai’s Trace = .203, Wilks’ Lambda = .797, F(2,66) = 8.414, p < .001, partial η² = .203. Practically, Guided Inquiry can be implemented through Renewable Energy investigations involving questions, hypotheses, experiments, data analysis, and conclusions to support active learning and evidence-based reasoning.]]>
