This study aims to describe the learning outcomes of students on materials of chemical calculations using guided inquiry-based modules. The materials for chemical calculations include chemical equilibrium, salt hydrolysis, and buffer solutions. The type of this research is literature research with a semi-systematic approach. The data source is in the form of secondary data from reputable and non-reputable scientific journals. The data were collected using the documentation method and analysed using content analysis techniques. Based on the results of the journal review that has been done, it can be concluded that the learning outcomes of students in learning using guided inquiry-based modules have increased significantly in materials of chemical calculations, namely chemical equilibrium and salt hydrolysis and buffer solutions. The use of guided inquiry-based modules can encourage students to be active during the learning process and there are models and key questions that can make help students to find concepts and the existence of practice questions at the application stage that can strengthen students understanding.

This article examines the efforts that can be made to develop students' critical thinking (CT) skills through chemistry learning. The method used in this study is the systematic literature review method, which consists of three stages: planning, conducting, and reporting. The planning stage is the stage of determining the topic, formulating the problem, and determining the criteria for the article to be used as a reference source. The conducting stage is the implementation stage of the systematic literature review and the reporting stage is the stage of writing systematic literature review articles. Based on the results of studies that have been conducted on 24 articles, it can be concluded that the learning model most widely used to develop students' CT skills in chemistry learning is project-based learning (PjBL). Other efforts made include implementing problem-based learning (PBL) models, guided inquiry, inquiry, predict observe explain (POE), REACT, the local culture-based 7E learning cycle, the ethnoscience-based chemistry learning model (MPKBE), and creative problem solving (CPS). The study's results also found that the characteristics of learning to develop students' CT skills in chemistry learning were using problems in everyday life (contextual) as motivation or stimulus and applying local wisdom-oriented learning.

This study aims to obtain information about students' critical thinking skills (CTS) through the application of the project based learning (PjBL) model on reaction rate material in the context of making liquid organic fertilizer (LOF) from bamboo shoots. The method used is an experimental method with a one-group pretest-posttest design. This study uses one class with a total of 27 students. The instruments used were observation sheets on the implementation of learning and tests of critical thinking skills which consisted of 15 multiple-choice questions. Test result data were processed using the N-gain test and paired sample t-test. The results showed that the application of the PjBL model in the context of making LOF from bamboo shoots obtained a learning implementation percentage of 85.4 and was included in the very good category. In addition, the CTS of students as a whole experienced an increase of 0.69 in the moderate category. The results of the paired sample t-test show that the significance value obtained is 0.000 <0.05 so it can be concluded that there is an increase in the CTS of students through learning.