<![CDATA[This study aims to comprehensively examine the implementation of the inquiry method in science (IPA) learning as an effort to improve the critical thinking skills of elementary school students. Meaningful science learning requires active student involvement in the scientific inquiry process; however, the reality in the field still shows the dominance of lecture methods that do not develop higher-order thinking skills. This study uses a qualitative approach with library research, reviewing books, national and international scientific journals, and previous research published from 2015 to 2023. Data were collected through critical reading, note-taking, and information categorization, and then analyzed using content analysis techniques. The findings indicate that guided inquiry effectively encourages students to formulate questions, design experiments, analyze data, and draw evidence-based conclusions. Each inquiry stage has been proven to train critical thinking indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation. In addition, the implementation of the inquiry method significantly improves students’ motivation and scientific attitude. With careful planning and optimal teacher guidance, the inquiry method can be an effective science learning strategy for developing critical thinking skills at the elementary school level.]]>
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