This study aims to determine the improvement of learning outcomes using the guided inquiry learning model by using PhET simulations. A quasi-experiment method with a non-equivalent pre-test -post-test control group design was used. Purposive sampling techniques were used to collect samples. The guided inquiry learning model was used to teach the experimental class using PhET simulations, while conventional learning was used to teach the control class. The instrument used is a multiple-choice test with 20 validated items. The findings revealed that using the guided inquiry learning model with PhET simulations improved learning outcomes over conventional learning methods.