<![CDATA[This study examined differences in critical-thinking questionnaire scores between Grade VII students receiving guided inquiry and those receiving conventional instruction in Social Studies at SMPN 1 Pakusari during the 2024/2025 academic year. A quasi-experimental comparison of nonequivalent groups was used, with class VII B as the experimental group and class VII A as the control group. The reported analysis compared scores measured after instruction on demand and supply; baseline scores were not included. The experimental instruction involved problem formulation, hypotheses, investigation, information analysis, and conclusions with teacher guidance. Data were analyzed using the Kolmogorov-Smirnov test, Levene's test, and a two-tailed independent-samples t-test at α = 0.05 in SPSS 26. The reported normality p-values were 0.596 and 0.603 for the experimental and control groups, respectively, while Levene's test yielded p = 0.508. The t-test yielded p = 0.001, indicating a statistically significant difference between the groups. However, group means, standard deviations, confidence intervals, and effect size were not reported, so the direction and magnitude of the difference cannot be determined. Without baseline adjustment and adequate documentation of questionnaire validity, the findings cannot establish improvement in demonstrated critical-thinking ability or a causal advantage of guided inquiry. Further evaluation requires validated performance measures and complete statistical reporting.]]>
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