<![CDATA[Objective: This study aims to compare the effectiveness of guided inquiry learning using worksheets (LKPD) based on Virtual Lab (PhET) and Real Lab in enhancing students’ critical thinking skills in physics learning. Method: A quasi-experimental method with a non-equivalent pretest-posttest design was employed, involving two experimental classes at SMA Negeri 22 Surabaya. The first class used LKPD with PhET simulations, while the second class used LKPD for real laboratory experiments. The instrument used was a critical thinking skills test based on Facione's five indicators. Data were analyzed using N-gain calculations, paired t-tests, independent t-tests, and effect size analysis with SPSS. Results: Both experimental classes showed significant improvement (p < 0.05) with high N-gain scores, 0.79 for the Virtual Lab and 0.78 for the Real Lab. However, no significant difference was found between the two (p = 0.644), and the effect size was very small (Cohen’s d = 0.111), indicating that both approaches are equally effective. Novelty: This study provides empirical evidence that guided inquiry learning supported by either virtual or real laboratories results in comparable improvements in critical thinking skills, offering a practical and flexible alternative for physics education in schools with varying laboratory facilities. Keywords: Virtual Lab Worksheets, Real Lab Worksheets, Guided Inquiry, Critical Thinking Skills, Physics Learning]]>
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