<![CDATA[This study aims to improve students' critical thinking skills in science learning through the application of a guided inquiry model in grade IV of SDS Al-Washliyah Indrapura. The background of this study is the low critical thinking skills of students as indicated by the results of pre-cycle observations, where only 3 out of 30 students (10%) were able to ask investigative questions, and 85% of students formulated hypotheses without logical reasons. Learning is still teacher-centered and does not provide adequate space for scientific investigation activities. The research method used is Classroom Action Research (CAR) with the Kemmis model which is implemented in two cycles. Each cycle consists of planning, action, observation, and reflection stages. The research subjects were all 30 grade IV students. Data were collected through observation sheets, critical thinking ability tests in the form of descriptions, interviews, and documentation. The results of the study showed a significant increase in each cycle. The implementation of learning increased from the low category in the pre-cycle to good in Cycle I and very good in Cycle II. Students' critical thinking skills improved based on the Normalized Gain (N-Gain) value, which was in the moderate to high category. The learning completion percentage exceeded the 80% success indicator in Cycle II. It can be concluded that the implementation of the guided inquiry model effectively improved students' critical thinking skills in science learning on the material of the State of Matter and Its Changes.]]>
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