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A Systematic Review of Inquiry-Based Learning to Enhance Critical Thinking in Science from 2005 to 2025 a)Doctoral Program of Science Education, Faculty of Teacher Training and Education, Sebelas Maret University, Indonesia Abstract 21st-century learning demands the integration of critical thinking skills as an essential component in science education. Inquiry learning has been widely recognized as an effective model in fostering critical thinking skills, but there has been no systematic review of comprehensive research trends from 2005 to 2025. This study aims to analyze publication trends, contributions, and research recommendations regarding inquiry learning models to improve students^ critical thinking skills at elementary to high school levels. The method used is a Systematic Literature Review (SLR) with the PRISMA method and bibliometric analysis using VOSviewer software. Data were obtained from 1,008 articles in the Scopus database. After rigorous selection based on inclusion and exclusion criteria, 24 articles were analyzed. The results show that inquiry-based learning is most widely applied at the high school level, with the majority of studies using a quantitative approach. VOSviewer visualizations show that inquiry-based learning to improve critical thinking skills has given rise to new terms such as augmented reality, ethnoscience, and context science. These findings underscore the importance of innovation and contextualization in the application of inquiry. Future research is recommended to develop inquiry models that integrate digital technology and cultural context to enhance the effectiveness of developing critical thinking skills in a more in-depth and relevant way. Keywords: Critical Thinking Skills- Inquiry-Based Learning- Science Learning- Systematic Literature Review- VOSviewer Topic: Sciences Education and STEM Education |
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