<![CDATA[This research is motivated by the low critical thinking skills of students in the Pancasila Education subject at SMAN 1 Gantung, caused by the learning process that is still dominated by lecture methods, resulting in less active student engagement. This study aims to: (1) determine the effect of the Inquiry learning model on students' critical thinking skills; (2) determine the difference in critical thinking skills between classes using the Inquiry learning model and those not using it; and (3) determine the magnitude of the effect of the Inquiry learning model on the critical thinking skills of grade X students in the Pancasila Education subject. The research method used was quasi-experimental with a nonequivalent control group design. The research population was all grade X students of SMAN 1 Gantung, totaling 278 students, with a sample of class X.3 as the experimental class (34 students) and class X.8 as the control class (34 students) selected using purposive sampling technique. Data collection techniques used tests (pre-test and post-test) and non-tests (observation, documentation, and questionnaires). Data analysis techniques used normality tests, homogeneity tests, and hypothesis testing (paired sample t-test and independent samples t-test). The results showed that: (1) there is a positive effect of the Inquiry learning model on students' critical thinking skills, with the experimental class post-test mean score (83.33) higher than the control class (71.40); (2) there is a significant difference in critical thinking skills between the experimental class and the control class (Sig. 2-tailed = 0.000 < 0.05); and (3) the Inquiry learning model provides an effect of 26.33 points increase from pre-test to post-test scores in the experimental class. Thus, the Inquiry learning model is effective in improving students' critical thinking skills in the Pancasila Education subject.]]>
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