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Abstract

The ability to formulate questions at higher levels of cognitive complexity is an important part of the learning process, as it can reflect how students connect, analyze, and develop concepts. This study aims to describe changes in the complexity of students’ questions through the implementation of guided inquiry within a lesson study framework on vibration and wave concepts. The study involved 32 eighth-grade students from the Laboratory Junior High School of Universitas Negeri Malang. The lesson study was conducted through the plan, do, and see stages, involving a model teacher, pre-service teacher education students, a mentor teacher, and a supervising lecturer. Data were collected through observation, documentation, and students’ written questions recorded in worksheets. The questions were analyzed using the SOLO taxonomy and classified into LOTS and HOTS categories. The findings revealed a descriptive shift toward greater question complexity. The proportion of students generating HOTS questions increased from 43.75% in the first meeting to 68.75% in the second, while LOTS questions decreased from 56.25% to 31.25%. These findings suggest that guided inquiry within a lesson study framework provides opportunities for students to formulate questions at higher levels of cognitive complexity while supporting collaborative and reflective teaching practices.

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