This research aims to investigate the effectiveness of Networked-based Inquiry model on 21st-Century Skills and learning outcomes of physics students in senior high school. This research was a quasi-experimental with non-equivalent control group and 2x3 factorial design. One hundred twenty students participated in this research. Research instruments were 21st-Century Skills assessment sheets and learning outcomes test items. Descriptive statistics and two-way ANOVA tests with a significance level of 5% were used to analyze the research data. The average level of students' 21st-Century Skills at the end of the experimental term in the experimental group was 85 and the average N-Gain scores was 0.64. Two-way ANOVA test results showed that the experimental group and the control group had a significant difference in 21st-Century Skills level (p=0.000). There was no significant difference in the level of 21st-Century Skills of students in each experiment group (p=0.438). There was no interaction between Networked-based Inquiry variable and school category variable in determining the level of 21st-Century Skills (p=0.774). Learning outcomes test result showed the average scores of cognitive competence in the experimental group was 79.00 and percentages of completeness was 93%. The findings conclude that the model is effective in improving 21st -Century Skills and learning outcomes and can be used as a solution in the New Normal COVID-19 era.