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Abstract

In the context of scientific and technological advancement, improving the quality of education is a crucial factor in producing quality human resources. In physics learning, students are not only required to understand basic concepts, but must also be able to apply and analyze them in various situations of daily life. This study aims to evaluate the impact of the guided inquiry learning model supported by the tracker application on students' critical thinking skills. Using a one-group Pretest and Posttest technique, the research design is a quasi-experiment experiment, or simply a quasi-experiment design. It falls within the quantitative research category. The SPSS 26 tracker program was used to analyse the data, perform a paired sample t-test, and assess for normality and homogeneity. The instrument used in the study was a written test in the form of an essay to conduct a pretest and postest. The pretest and posttest data were homogenous and regularly distributed, according to the statistical analysis's findings. Following the adoption of the guided inquiry learning paradigm supported by the tracker application, students' critical thinking abilities significantly improved, as evidenced by a significance value of 0.000 < 0.05 obtained from further analysis using the paired sample t-test.

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