Abstract
This research was aimed to (1) determine the influence of guided inquiry strategy against high-level thinking skills of students and (2) determine the influence of learning styles diverging, assimilating, accommodating, and converging towards a high level thinking skills of students. This research is a quasy experiment. Before starting learning, students were given learning style questionnaires by David Kolb. Students' high level thinking skill was measured through using validated HOTS instruments in the form of 20 multiple choice questions and 5 description questions including analytical skills (C4), evaluation (C5) and synthesis (C6). The results of this research showed that: (1) there was the influence of guided inquiry strategy on high-level thinking skills of students, (2) there was no effect of assimilating, accommodating, diverging and converging learning style towards a high level thinking skills of students, and (3) the students with diverging and assimilating learning styles have a positive response toward guided inquiry learning strategies, while students with accommodating learning styles had a positive response to verification learning.
First Page
1656
Last Page
1663
Recommended Citation
Putri, Pristy Nandya; Subandi, Subandi; and Munzil, Munzil
(2018)
"Pengaruh Strategi Inkuiri Terbimbing dan Kolb’s Learning Style terhadap Kemampuan Berpikir Tingkat Tinggi,"
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan: Vol. 3:
No.
12, Article 18.
DOI: https://doi.org/10.17977/jptpp.v3i12.12561
Available at:
https://citeus.um.ac.id/jptpp/vol3/iss12/18