This study explores the relationship between constructivist learning theory and the application of guided inquiry models to student learning outcomes at the secondary education level. Literature methods were used to analyze various sources that elaborate on the principles of constructivism and the implementation of guided inquiry models in learning contexts. By integrating constructivist theory, which emphasizes student active learning through the construction of their own knowledge, with a guided inquiry approach that provides structure and guidance, the study highlights its relevance and impact on student learning outcomes. In-depth analysis of relevant literature provides in-depth insights into possible improvements in learning outcomes through the application of collaboration between constructivism theory and guided inquiry models in formal educational contexts. The practical implications of the integration of these two approaches are also discussed to improve the effectiveness of learning in educational environments. It can be concluded that the integration between constructivist learning theory and guided inquiry models can be a relevant and useful approach in improving the quality of education. Keywords: Constructivism; Inquiry; Learning Output. The study highlights the strong relevance between constructivist learning theory and the application of guided inquiry models in enhancing student learning outcomes. The integration of these two approaches significantly enriches the learning process, emphasizing that learning is not merely the reception of information but an active process where students construct their understanding through interaction with the learning material. The analysis of various journals and literature reveals that constructivism, which emphasizes the active role of students in building knowledge through interaction with the learning material, is in line with the principles underlying the guided inquiry model. The integration of constructivist theory and guided inquiry models significantly enhances the learning process. The study shows that students engaged in learning with this approach tend to have better conceptual understanding and can apply their knowledge in real-life contexts. The study also highlights the important role of the teacher in implementing the guided inquiry model, as the teacher is responsible for guiding students, posing relevant questions, and providing support when students face difficulties. The results of this study indicate that the implementation of the guided inquiry model with a constructivist approach can have a positive impact on student learning outcomes, provided that the implementation factors are integrated optimally into the learning process. The literature review shows that the guided inquiry model also creates a learning environment that stimulates curiosity and active student involvement. Through this approach, students are encouraged to develop critical thinking, problem-solving, and collaboration skills, which effectively enrich their learning outcomes. The findings of this study emphasize that the integration of constructivist learning theory with the guided inquiry model can provide a solid foundation for improving student learning outcomes. In explaining and understanding the topics of learning, students are actively involved in a more meaningful learning process, which has the potential to expand their conceptual understanding and encourage deeper involvement in the educational process. Therefore, through the synthesis of information from the literature, this study emphasizes that the integration of constructivist learning theory with the application of the guided inquiry model is effectively able to enrich the learning process of students and improve their academic achievements. The discussion focuses on the principles of constructivism such as student-centeredThis study explores the relationship between constructivist learning theory and the application of guided inquiry models to student learning outcomes at the secondary education level. Literature methods were used to analyze various sources that elaborate on the principles of constructivism and the implementation of guided inquiry models in learning contexts. By integrating constructivist theory, which emphasizes student active learning through the construction of their own knowledge, with a guided inquiry approach that provides structure and guidance, the study highlights its relevance and impact on student learning outcomes. In-depth analysis of relevant literature provides in-depth insights into possible improvements in learning outcomes through the application of collaboration between constructivism theory and guided inquiry models in formal educational contexts. The practical implications of the integration of these two approaches are also discussed to improve the effectiveness of learning in educational environments. It can be concluded that the integration between constructivist learning theory and guided inquiry models can be a relevant and useful approach in improving the quality of education. Keywords: Constructivism; Inquiry; Learning Output. The study highlights the strong relevance between constructivist learning theory and the application of guided inquiry models in enhancing student learning outcomes. The integration of these two approaches significantly enriches the learning process, emphasizing that learning is not merely the reception of information but an active process where students construct their understanding through interaction with the learning material. The analysis of various journals and literature reveals that constructivism, which emphasizes the active role of students in building knowledge through interaction with the learning material, is in line with the principles underlying the guided inquiry model. The integration of constructivist theory and guided inquiry models significantly enhances the learning process. The study shows that students engaged in learning with this approach tend to have better conceptual understanding and can apply their knowledge in real-life contexts. The study also highlights the important role of the teacher in implementing the guided inquiry model, as the teacher is responsible for guiding students, posing relevant questions, and providing support when students face difficulties. The results of this study indicate that the implementation of the guided inquiry model with a constructivist approach can have a positive impact on student learning outcomes, provided that the implementation factors are integrated optimally into the learning process. The literature review shows that the guided inquiry model also creates a learning environment that stimulates curiosity and active student involvement. Through this approach, students are encouraged to develop critical thinking, problem-solving, and collaboration skills, which effectively enrich their learning outcomes. The findings of this study emphasize that the integration of constructivist learning theory with the guided inquiry model can provide a solid foundation for improving student learning outcomes. In explaining and understanding the topics of learning, students are actively involved in a more meaningful learning process, which has the potential to expand their conceptual understanding and encourage deeper involvement in the educational process. Therefore, through the synthesis of information from the literature, this study emphasizes that the integration of constructivist learning theory with the application of the guided inquiry model is effectively able to enrich the learning process of students and improve their academic achievements. The discussion focuses on the principles of constructivism such as student-centered