<![CDATA[This study aims to test the application of the guided inquiry learning model to the critical thinking skills of junior high school students on the topic of Earth and its Satellites. This quantitative study applies a pre-experimental method with a One Group Pretest-Posttest design. The research subjects consisted of 21 students of class VII-F of SMP Negeri 3 Sidoarjo who met the inclusion criteria. Data collection instruments included an observation sheet for the implementation of learning, a critical thinking skills test based on five Facione indicators, and a student response questionnaire. The results showed that the implementation of learning by the teacher was very optimal with an average percentage of 93.83% (Very Good). Student responses were in the Good category with an average gain of 75.71%. However, students' critical thinking skills overall experienced a low increase with an average classical N-gain index of 0.15. The highest increase was achieved in the analysis indicator (0.28), while an anomaly in the form of a decrease in value occurred in the inference indicator (-0.01). This cognitive achievement gap is triggered by the slow adaptation process from a passive learning style to independent inquiry, high teacher-centered dependency, and decreased concentration due to physical fatigue during Ramadan. The study's conclusions indicate that guided inquiry is effective in maintaining stable student motivation, but requires ongoing practice to optimize students' critical thinking outcomes.]]>
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