Effectiveness of Inquiry Learning Model Based on Socio-Scientific Issues to Develop Students’ Critical Thinking Skills

Purpose of the study: This study aims to describe the effect of the socio-scientific issue-based inquiry learning model on the critical thinking skills of eighth-grade students in the subject of the digestive system. Methodology: This study used a quantitative experimental method with a nonequivalent control group design. The population in this study was 320 eighth-grade students, with a sample size of 64 students. Data collection techniques used tests. The research instruments used pretest and posttest critical thinking skills. The data analysis technique in this study used N-gain (Normalized Gain) and inferential statistics in the form of an independent sample t-test. Main Findings: The main findings of this study indicate that the socio-scientific issues-based inquiry learning model significantly improves students' critical thinking skills compared to conventional learning with N-gain 0,94 in high category. The test results show a sig. value (2-tailed) = 0.021 (