The purpose of this research was to explore students' problem-solving skills through inquiry-based learning with PhET simulation, focussed on direct current electricity matter. The research used a mixed method approach with an embedded experimental model with 34 prospective physics teacher at the State University of Jambi, Indonesia. The data was obtained by using open-ended questions. Data were collected using tests and interviews regarding inquiry-based learning with PhET simulations. Data analysis was done by using Kruskal Wallis test and rubric for physics problem-solving skills. Problem-solving skills were classified into the scientific approach, plug and chug (structured manner and unstructured manner), memory-based approach, and no clear approach. The research showed that there are many students with solving problems using unstructured methods, memory-based approach and no clear approach, which then influences students' problem-solving skills. The students who applied a scientific approach had better problem-solving skills than students using the other approaches. Thus, student problem-solving skills are influenced by the type of approach used in solving the problem.