Asian Journal of Education and Social Studies

This study aims to develop and test the effectiveness of the RILIS Model (Critical Literacy-Based Inquiry) in reading and writing learning in higher education. This model integrates five stages of learning, namely Research, Inquiry, Literacy, Interpretation, and Synthesis, which aims to improve students' critical thinking skills through an inquiry approach. The research method used is development research with a quantitative and qualitative approach. Data was collected through tests, classroom observations, and interviews with students and lecturers involved. The results of the study show that the application of the RILIS Model can improve students' critical literacy skills, strengthen text analysis skills, and motivate students to be actively involved in learning. In particular, this model is able to help students build more coherent and in-depth arguments, which reflects the mastery of the critical thinking process in reading and writing. Although there are challenges in implementation, such as the need for longer time and student readiness, the RILIS Model makes an important contribution to the development of learning methods based on critical literacy in higher education. This research is expected to be a reference for the development of curriculum and inquiry-based learning strategies in higher education.