Future needs and challenges, especially in complex real-world problem-solving, require education to equip individuals with quality skills. Inquiry-based learning that integrates socio-scientific issues (SSI) can significantly develop students' problem-solving skills. This study aims to test the effects of the Socio-Scientific Real-world Inquiry (SSRI) learning model in improving problem-solving skills. This study used a quasi-experimental pretest-posttest non-equivalent control group design, which involved measuring problem-solving skills before and after the intervention in two groups: the experimental group (44 students) with a socio-scientific real-world inquiry learning model and the control group (46 students) with inquiry learning. Differences in pretest and posttest scores on each aspect of problem-solving skills were analyzed using a paired sample t-test, while an independent sample t-test was used to compare posttest scores between the two groups. Analyze the effect size of each aspect of problem-solving skills in the control group and experimental group using Cohen's Effect Size (ES). The results showed that the SSRI learning model was significantly more effective in improving problem-solving skills than inquiry learning. The findings suggest that SSRI can be an effective learning approach for empowering educators and guiding educational policymakers in fostering essential problem-solving skills for future generations.