<![CDATA[Digital learning resources need to integrate technological features with pedagogically structured activities to support meaningful learning and critical thinking in biology education. This study aimed to analyze learning needs and design a guided inquiry-based digital biology worksheet (E-LKPD) for digestive system learning among Grade XI students at SMK Negeri 6 Kota Jambi, Indonesia. The study employed a design-oriented approach based on the Analysis and Design stages of the ADDIE instructional design model. Data were obtained through preliminary classroom observations, unstructured interviews with biology teachers, and document review, and were analyzed descriptively and qualitatively to identify instructional needs and formulate design requirements. The findings indicated difficulties in understanding abstract digestive system concepts and limited visual support in predominantly lecture-based instruction. These findings informed the proposed E-LKPD design using Canva, structured around six guided inquiry stages: orientation, hypothesis formulation, data collection, data processing, verification, and generalization. Each stage was mapped to an intended critical thinking indicator: interpretation, analysis, inference, evaluation, explanation, and self-regulation, respectively. The principal contribution of this study is a context-specific instructional design that explicitly connects identified learning needs, inquiry activities, and intended cognitive outcomes. Because the study was limited to the Analysis and Design stages, product validity, practicality, and effectiveness remain to be established through subsequent development and empirical evaluation.]]>
