Learning in schools has a significant role in improving 21st-century skills, including problem-solving skills. The objective of this research to determine the profile of students’ physics problem-solving skills and the implementation of inquiry (free, guided, and structured) learning in senior high school. The study was conducted on 84 students of state senior high school. This type of research was conducted using Descriptive Research Design (DRD). Data collection methods using tests, questionnaire, and interviews. The instrument of research used are (1) instrument tests of physics problem-solving skills, (2) response questionnaire sheets, (3) student and teacher interview sheets. The data obtained were analysed qualitatively descriptive. The results of this study show that only a few students can work on the material using problem-solving strategies of ACCES: (1) Assessing the problem, (2) Create a drawing, (3) Conceptualize the strategy, (4) Execute the solution, and (5) Scrutinize the result, in solving dynamic electricity problems. Implementation of inquiry (free, guided, and structured) learning provided is not ideal so that it causes students to be less active so that problem-solving skills are lacking and no laboratory supports the learning process. Students are not introduced to the existence of a virtual laboratory (i.e. PhET) as a laboratory replacement. So, to improve students’ physics problem-solving skills required proper inquiry (free, guided, and structured) learning assisted by PhET.