The objective of this research to determine the profile of students' 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 Senior High School, in Gresik (i.e. Indonesia). This type of research conducted using Descriptive Research Design (DRD) with data collection techniques in the form of written tests (Problem-Solving Skills Test) filled out by students, student interview questionnaires and teacher interview questionnaires. The data obtained were analyzed descriptively qualitatively. The results of this study show that only a few students can   work   on   the   material using problem-solving   strategies (A-Assessing the problem (identifying principles to be used in problem-solving), C-create a drawing (translating words in the form of pictures containing about problem-solving instructions), C-conceptualize strategy (outlining the steps that will be used in solving the problem), E-executing the solution (applying the formula to solve the problem by the steps)  and  finally  S-scrutinize the result (giving a level of confidence and give a reason) 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' problem-solving skills required appropriate inquiry (free, guided, and structured) learning assisted by PhET.