Implication of thinking maps assisted inquiry model for higher order thinking skills (HOTS) on chemistry

Abstract

Abstract The 2013 curriculum emphasizes a learning system that can build students HOTS. The Inquiry Model is known to increase HOTS. Even though it is effective for increasing HOTS, the Inquiry model has shortcomings soThinking Maps are needed. The research objective was to determine the effect of the use Inquiry model assisted by Thinking Maps on HOTS in chemistry. The research method used a Quasi Experiment with a research design of Non equivalentPretest and Posttest Control. The research design group consisted of a control and experimental group. The research sample involved students of class X MIPA 1 and MIPA 2 in high schools at Depok with a total sample of 25 students who were taken using purposive sampling technique. The data were obtained from 25 multiple choice instruments of HOTS. The results of the posttest hypothesis test using the Independent Sample T Test indicate that the Sig. 2-tailed is 0.021 <a (0.05), which means it is accepted. The results of the data obtained were then analyzed. The results showed that there were implications for the Inquiry learning model assisted by Thinking Maps on HOTS in chemistry. The Thinking Maps assisted Inquiry Model can train HOTS on students.