Abstract
The findings of this study reveal a mismatch between competence criteria and the reality of students' critical thinking and scientific writing abilities. As a result, it is critical to find a solution to this problem as soon as possible. This study aims to implement the inquiry-based learning model of local wisdom dilemmas stories (ILWDS) and examine its effect on improving critical thinking and writing abilities. The research design is a quasi-experimental pretest-posttest control group design. The research sample consisted of 2 senior high schools—the samples consisted of 62 students in the experimental and 62 in the control group. Data on students' critical thinking abilities were obtained through test instruments. The data obtained were analyzed descriptively and inferentially using MANOVA. Additional studies to evaluate the number of the treatment's effects on the capacity to think critically and write scientifically used Cohen's d equation. The results showed that the mean score of the experimental group's critical thinking abilities and scientific writing was higher than that of the control group. The results of the MANOVA analysis show that there is a significant influence of the ILWDS learning model on students' critical thinking abilities and scientific writing. This model is effective in the high category. Therefore, the ILWDS learning model is recommended to be applied in senior high schools which need help improving critical thinking abilities and scientific writing.
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