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The main objective of this study was to determine the extent to which students' critical thinking skills can be improved through the implementation of a guided inquiry learning model based on Education for Sustainable Development (ESD). This study used a quasi-experimental approach with a post-test only control group design. The study population consisted of 5 classes with a total of 190 students. From this population, the researcher took a sample of 68 students through a simple random sampling technique. The sample was then divided into two groups, namely 34 students for the experimental class and 34 students for the control class. The research instrument was a critical thinking skills test consisting of 20 objective, reasoned questions. The research data were analyzed using a t-test. Based on the calculation results, the t-value was 3.792, while the t-table value at a significance level of 0.05 was 2.037. This indicates that Ha is accepted and Ho is rejected. Thus, there is a significant difference between the critical thinking skills of students who participated in learning with a guided inquiry model based on ESD compared to conventional learning. In addition, the improvement in critical thinking skills was also analyzed through the N-Gain calculation. The results showed that the experimental class achieved a 65% improvement, categorized as moderate, while the control class achieved a 59% improvement, also categorized as moderate. These findings indicate that guided inquiry learning integrated with ESD principles provides a more effective way to foster students' critical thinking skills compared to traditional methods. Therefore, ESD-based guided inquiry learning can be an alternative, innovative learning strategy to improve the quality of the learning process in secondary schools.

This research aims to analyze the application of the inquiry learning model in science subjects regarding the movement of objects in elementary schools. This research used a literature study method which was carried out by reviewing 15 articles, consisting of 12 national journals and 3 international journals. The results obtained from this research are that science learning using the inquiry method on object movement material in elementary schools can be applied and based on the results of the review, science learning using the inquiry model will be more detailed and students will understand more easily, because students are directly involved in learning. the. So it can be concluded that 1) The inquiry learning model can be developed in all subjects, including science subjects which can involve children's ability to observe and research events. 2) The inquiry learning model in science (Natural Science) subjects can help make it easier for students to understand learning, especially regarding the movement of objects. 3) The inquiry learning model provides significant results on student learning outcomes in science subjects in elementary schools, so that in material on object movement, the inquiry learning model can be applied to achieve effective and efficient learning.