<![CDATA[21st-century education demands that students develop collaborative and problem-solving skills as core competencies. A deep learning-based curriculum emphasizes the importance of active student engagement, strong conceptual understanding, and the development of higher-order thinking skills. However, implementation in the field shows that learning is still dominated by teacher-centered methods, resulting in suboptimal student collaborative and problem-solving skills. This study aims to analyze the effect of implementing a guided inquiry learning model on improving students' collaborative and problem-solving skills within the context of a deep learning curriculum. The method used was a quantitative descriptive study with a pretest-posttest experimental design in an experimental class implementing the guided inquiry model. The results showed a significant effect of the guided inquiry learning model on learning outcomes, indicated by a significance value of 0.000 < 0.025, thus Ha was accepted. Furthermore, there was an increase in chemistry learning outcomes, indicated by an n-Gain value of 0.86 for 11th-grade science students at SMA Muhammadiyah Jayapura, which is considered high. These findings confirm that the guided inquiry model is effective in improving student learning abilities in line with the demands of 21st-century learning.]]>
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