This study aims to determine the effect of the geographical inquiry learning model with the SETS approach on complex problem-solving abilities. The hypothesis in this study consists of H0 (There is no difference in the effect of the geographical inquiry learning model with the SETS approach on the students' CPS abilities) and H1 (There is a difference in the effect of the geographical inquiry learning model with the SETS approach on the students' CPS abilities). The research used quasiexperimental research with a pre-posttest control group design and Independent Sample T-Test from the results of the N-Gain Score as data analysis. The population in this study was the Class XI Social Sciences in high school level in the odd semester of the 2021/2022 academic year at MAN Kota Batu, Indonesia, using a purposive sampling technique. The research subjects consisted of 70 students (35 students in the experimental group and 35 in the control group). The research was carried out in the study of Geography, with the subject matter of Environmental Impact Analysis. The results of the Sig (2-tailed) showed a score of 0.000 < 0.05. The experimental class had an average score of 85.06 for CPS abilities, higher than the control class's 71.2. According to the findings, the geographical inquiry learning model with the SETS approach greatly impacts CPS abilities. This research proves that the geographical inquiry learning model with the SETS approach positively affects complex problem-solving abilities following the 21st-century learning objectives.