Enhancing Students' Higher-Order Thinking Skills Through Guided and Free Inquiry-Based Learning

摘要

The study aims to determine the effectiveness of guided inquiry and free inquiry to improve students' higher-order thinking skills (HOTS). The quasi-experiments was conducted using non-equivalent pretest post-test control group design. Simple random sampling was used as the sampling technique with 64 students. The essay instrument was designed to measure students' HOT on three divisions of Fungi, namely, Zygomycota, Ascomycota, and Basidiomycota. The results show a significant increase of higher-order thinking skills towards student ability categories from both guided inquiry and free inquiry learning model. However, the two models of inquiry do not give a significant difference of students' HOTS and gender.