<![CDATA[Inquiry learning fosters physics problem-solving skills but often fails when students lack stable initial knowledge. Conversely, the Advance Organizer (AO) model excels at activating cognitive structures and meaningful learning. This synthesising review analyzes the strengths, limitations, and impacts of integrating guided inquiry with AO on high school students' physics problem-solving abilities based on a comprehensive literature review. The results show that the model's primary strength is providing effective kognitive scaffolding, significantly increasing the "focus the problem" indicator. However, the main limitations include structural time-management challenges and high dependency on students' prerequisite mathematics skills, leaving the "describe the problem" and "evaluate solutions" indicators at moderate levels. Digitalizing AO materials and embedding mathematical mini-scaffolding are practical solutions to maximize this integrated approach.]]>
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