Özet:

Abstract This study aims to determine the effect of the geographical inquiry learning model with the SETS approach on complex problem-solving abilities. A quasi-experiment with a pre-posttest control group design is used in this sort of study. Data analysis was carried out through the T-Test (Independent Sample T-Test) from the results of the N-Gain Score. The research subjects were student Class XI Social Sciences 1 (control class) and XI Social Sciences 3 (experimental class) MAN Kota Batu who had the same average geography learning outcomes. The results of the Sig (2-tailed) showed a score of 0.000 < 0.05. The experimental class had an average score of 85.06 for complex problem-solving abilities, which was higher than the control class's score of 71.2. The geographical inquiry learning model has a considerable impact on the SETS approach to complex problem-solving abilities, according to the findings. The results of the N-Gain Score also show that the learning model in the experimental class has better effectiveness in achieving complex problem-solving abilities, which is 59.47%, compared to the inquiry learning model in the control class at 25.93%.

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