Berkala Ilmiah Pendidikan Fisika ISSN : 2337-604X (print) ISSN : 2549-2764 (online) 59 Vol 8 No 2 2020 https://ppjp.ulm.ac.id/journal/index.php/bipf page 59-72 Profile of Students’ Problem-Solving Skills and the Implementation of Free Inquiry Model in Senior High School Siti Meisaroh, Hainur Rasyid Achmadi, and Binar Kurnia Prahani Pendidikan Fisika, FMIPA, Universitas Negeri Surabaya, Indonesia binarprahani@unesa.ac.id DOI:10.20527/bipf.v8i2.8230 Received : 29 March 2020 Accepted : 24 June 2020 Published : 30 June 2020 Abstract This study aims to determine the profile of students' problem-solving skills and the implementation of free inquiry models in high school. This type of research conducted using preliminary research methods with data collection techniques in the form of written tests filled out by students, student interview questionnaires, and teacher interview questionnaires. The data obtained were analyzed descriptively qualitatively. The study was conducted on 30 students of class XII Science 5 of Senior High School 1 Driyorejo. The results showed that only a few students used the strategy of problem-solving skills in solving Dynamic Electric problems. Of all students studied, 16 students had moderate category problem-solving skills ranging from 1.00-1.99, and 14 students had low category problem-solving skills with a range of 0.00-0.99. The lowest problem-solving skills criteria are at point C (conceptualize the strategy). So it can be concluded that the implementation of a free inquiry learning model assisted by virtual laboratories (PhET) in schools does not optimally cause students to be inactive in class so that the problem-solving skills of students are not in the high category. Keywords: inquiry; PhET; problem-solving skills © 2020 Berkala Ilmiah Pendidikan Fisika How to cite: Meisaroh, S., Achmadi, H. R., & Prahani, B. K. (2020). Profile of students’ problem-solving skills and the implementation of free inquiry model in senior high school. Berkala Ilmiah Pendidikan Fisika, 8(2), 59-68. INTRODUCTION The 21st century is a century of knowledge, marked by the rapid development of technology. In the 21st century, information can be accessed quickly and the abundant availability of knowledge is very broad. The rapid development of technology has an impact on various fields such as socio-cultural, political, economic, and educational that makes one country with other countries interrelated. From these fields, there is one thing that is most crucial in Indonesia, namely education, where the condition of education in Indonesia continues to experience changes. Over the last 20 years there has been a change in the education system in Indonesia, the change certainly leads to Information and Communication Technology (ICT) (Soderstrorm, From, Lovqvist, & Tornquist, 2011). To create good quality human resources, education in Indonesia needs