This study aims to analyze the effect of Reading, Identifying the problem, Constructing the solution, Solving the problem, Reviewing, and Extending the problem-solving (RICOSRE) learning model on students' problem-solving abilities on virus material. This study is quasi-experimental with a pretest-posttest nonequivalent control group design. The population of the study was all grade X students at SMAN 2 Purbalingga. The sample consisted of 72 students determined by cluster random sampling technique, each with 36 students from class XE as the experimental class and class XD as the control class. Data collection techniques used tests and observations. Data analysis techniques used descriptive analysis, N-Gain, and Mann-Whitney U tests. The results showed that the RICOSRE learning model significantly affected students' problem-solving abilities on virus material of 0.049 <0.05 with an increase of 0.6859 and was categorized as moderate. This result is because students' high-level thinking process skills in solving problems are trained repeatedly through RICOSRE learning model learning activities. The results of this study indicate that the RICOSRE model effectively improves students' problem-solving skills. Teachers can use the results of this study as an alternative learning model to train students' problem-solving skills.