Dari Isu Sosial ke Literasi Kritis: Praktik Inquiry Learning dalam Penulisan Akademik Mahasiswa

Abstract

This article discusses the importance of critical literacy in higher education, particularly in academic writing, and the role of Inquiry-Based Learning (IBL) in enhancing critical thinking skills among university students. Critical literacy involves not only the ability to read and write but also the capacity to analyze, evaluate, and critique information related to social issues. The integration of social issues into academic writing serves as an effective tool for developing critical literacy, as it encourages students to engage deeply with relevant societal topics. The paper further explores the stages of implementing IBL in academic writing, which include identifying social issues, formulating research questions, gathering information, reflecting on findings, and writing analytical essays. Through IBL, students are empowered to think critically, investigate issues, and write informed arguments. The article emphasizes the importance of using social issues to promote critical literacy and suggests practical steps for educators to integrate IBL into their teaching practices. This approach enhances academic skills and prepares students to engage actively with the challenges of a rapidly changing world.