<![CDATA[ABSTRACT Geo-literacy is essential for enabling students to understand human–environment interactions, identify spatial interconnections, and evaluate the implications of geographic decisions. This study aimed to examine the effect of the Inquiry Model on students’ geo-literacy in natural resource learning at SMP Negeri 3 Soreang. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent pretest–posttest control-group design. The participants consisted of 82 seventh-grade students, including 41 students in the Inquiry class and 41 students in the Discovery Learning class. Data were collected using a 23-item geo-literacy test covering the dimensions of interaction, interconnection, and implication. Because the data were not normally distributed, changes in students’ geo-literacy were analyzed using the Wilcoxon signed-rank test, while differences in final achievement between the two classes were examined using the Mann–Whitney U test. The results showed that the mean geoliteracy ability of students in the Inquiry class increased from 70.92 on the pretest to 91.52 on the posttest, and this increase was statistically significant with a large effect size. The mean score of the Discovery Learning class also increased from 70.62 to 86.42. Although the final geoliteracy ability of the Inquiry class was higher, the difference compared with the Discovery Learning class was not statistically significant. Therefore, the Inquiry Model had a significant effect on improving students’ geo-literacy, but it did not produce significantly different final achievement compared with Discovery Learning. ABSTRAK Kemampuan geoliterasi penting dimiliki siswa agar mampu memahami interaksi manusia dengan lingkungan, mengidentifikasi keterhubungan antarruang, serta mempertimbangkan implikasi dari suatu keputusan geografis. Penelitian ini bertujuan menganalisis pengaruh model Inkuiri terhadap kemampuan geoliterasi siswa pada materi potensi sumber daya alam di SMP Negeri 3 Soreang. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain nonequivalent pretest–posttest control group. Subjek penelitian terdiri atas 82 siswa kelas VII, yang terbagi menjadi 41 siswa pada kelas Inkuiri dan 41 siswa pada kelas Discovery Learning. Data dikumpulkan menggunakan tes kemampuan geoliterasi sebanyak 23 butir yang mencakup dimensi interaksi, interkoneksi, dan implikasi. Karena data tidak berdistribusi normal, perubahan kemampuan geoliterasi dianalisis menggunakan uji Wilcoxon, sedangkan perbedaan kemampuan akhir antarkelas dianalisis menggunakan uji Mann–Whitney U. Hasil penelitian menunjukkan bahwa rerata kemampuan geoliterasi siswa pada kelas Inkuiri meningkat dari 70,92 pada pretest menjadi 91,52 pada posttest, dan peningkatan tersebut signifikan dengan ukuran efek besar. Rerata kelas Discovery Learning juga meningkat dari 70,62 menjadi 86,42. Meskipun kemampuan akhir kelas Inkuiri lebih tinggi, perbedaannya dengan kelas Discovery Learning belum signifikan. Dengan demikian, model Inkuiri berpengaruh signifikan terhadap peningkatan kemampuan geoliterasi siswa, tetapi belum terbukti menghasilkan kemampuan akhir yang berbeda secara signifikan dibandingkan Discovery Learning.]]>
