THE DEVELOPMENT OF HIGHER-ORDER THINKING SKILLS ON JUNIOR HIGH SCHOOL STUDENTS THROUGH GUIDED INQUIRY-BASED LEARNING APPROACH

This study was aimed to determine the development levels of higherorder thinking skills on students through the guided inquiry-based learning approach. The research method used was experimental, with true empirical design research. The sample selection was performed by random sampling technique. Data was collected through five tests of essay forms in accordance with various indicators of higher-order thinking abilities, including analysing (C4), evaluating (C5) and creating (C6). The results of this study indicated that the percentage of higher-order thinking ability in the experimental class was 86%, while in the control class was lower, at 79.3%. Based on the results of the study, it was concluded that students with higher-order thinking skills taught through this guided inquiry-based learning were superior compared to those taught by conventional learning.

Mathematics learning in the 21 st -century has been presenting challenges for educators to continually create innovations in optimising their excellent quality in learning in class. The 2013 curriculum strictly emphasises learning style that involves the ability of students whose higher-order thinking skills (HOTS). According to Sumarno, et al. (2019) regarding the implications of the 2013 curriculum, mathematics teachers and scientists need to be fully skilled in developing all mathematical instruments that demand students to think and perform mathematics at any HOTS levels. However, using HOTS as teaching problem materials during learning in class is still rare; while Indonesia achievements in mathematics subject at international reputation are also even low (Tonra, et al. 2019). This can be seen from the results of the scores obtained in Trend  International  Mathematics  and  Science Study (TIMSS) and Programme for International Student Assessment (PISA). According to Nizam (2016), TIMSS survey resulting in 2015 demonstrated that Indonesia ranked 44th of 49 countries. With TIMSS criteria, the achievements of survey participants could be divided into four levels: low (400), intermediate (475), high (550) and advanced (625), which results in Indonesia's position at a low level. Other data were also shown by Tohir (2019) from the results of the PISA survey (Programme for International Student Assessment) for the Mathematics category, where Indonesia ranked 7th from the bottom, with a score of 73 out of an average rating of 379. Also, Indonesia takes place above Saudi Arabia, which has an average score of 373. Then for the first rank, China is still taken place with an average rating of 591. Performance of Indonesia seemed to decline in comparison to the report of PISA 2015 by receiving a score of 386. The low outcomes indicated that the quality of the ability to think and analyse in students, especially in Mathematics tests, is still relatively small.
According to Syahlan (2015), the causes of the poor quality of thinking and analysing skills against Mathematics in students are as follows: 1) a direct process of learning Mathematics which runs spontaneously to the abstract materials, in results skipping the process flow, beginning from the observation of a concrete problem, then to the semi-concrete, and finally, abstraction; 2) many formulas which students must memorise in order to resolve issues, which this leads in taking a significant amount of time concentrating on exercises only to solve problems that are still procedural and mechanistic; 3) the uncommon habit in accustoming students to think in a higher-order reasoning, which is against with the goal to create students Jurnal Pendidikan Matematika dan IPA Vol. 11, No. 2 (2020) h. 311-322

Lucy Asri Purwasi
The Development of Higher-Order Thinking Skills on Junior High School Students Through Guided Inquiry-Based Learning Approach with a practice of the process of learning designing students to get used in resolving problems of higher-level study; 4) Mathematical problems are continually associated with numbers reduction, which is supposed to evaluate Mathematics without numbers such as figures, charts, patterns, and so on; 5) Unstructured of problem-solving methods drives in non-customization of algorithmic thinking way in students. The 2013 curriculum design with the revised version demonstrated that SKL (Completeness Competency Standard) of Education Unit (SD, SMP, and SMA) have been emphasised on each activity of core knowledge aspects that includes the indicators of understanding, applying, analysing, and evaluating. These indicators are compartments of a higher-order thinking skill (Krathwohl, 2002;Brookhart, 2010;Lewy, et al. 2009, Tanujaya, et al. 2017. According to Tanujaya (2016), it exhibited that the ability to think, especially HOTS, is one of the critical indicators in determining success in Mathematics learning. Saputra (2016) also confirmed that HOTS is a process of thinking of students in the higher cognitive level developed from various concepts and cognitive methods as well as taxonomy learning such as the method of solving problem and taxonomy of bloom, learning, teaching, and evaluation. In the implementation of education, HOTS cannot be taught directly to students. They must be trained with HOTS, as a soft-skill, through learning activities that support their development processes, which is through inquirybased learning (Retnawati, et al. 2018).
There are three types of inquiry-based learning approaches, namely guided inquiry-based, independent inquiry-based, and modified independent-inquiry-based (Setiawan & Royani, 2013). The inquiry type used in this research was a guided inquiry-based, which the election of this approach was students do not have any learning experience with the method. According to Nasution (2018), the guided inquirybased approach is one of the models emphasising at science skills, thinking ability, and scientific research. Widiarta, et al. (2019) also revealed that the inquiry-based learning is one of the learning models occupying the intellectual capacity of the students in resolving a problem maximally through systematic, critical, logical, and analytic activities. Based on the observation and interview with Mathematics teachers and students from Class VIII in Integrated Muhammadiyah Middle School (SMP), it was identified that students did not have a strong understanding in comprehending and resolving uncommon problems. The mathematics learning process still tends to use conventional learning. During the class, the teachers actively provided with material explanations, whereas students recorded, memorised formula, and executed exercises, and then many did not respond appropriately to the described materials.
Moreover, the provision of teaching materials to facilitate students in training HOTS was still lacking. Besides that, the Mathematics grades obtained by students were still unsatisfied; many received unsatisfactory grades from daily and Jurnal Pendidikan Matematika dan IPA Vol. 11, No. 2 (2020) h. 311-322

Lucy Asri Purwasi
The Development of Higher-Order Thinking Skills on Junior High School Students Through Guided Inquiry-Based Learning Approach semester evaluations which were not reaching up to the minimum completeness criteria (KKM) set by the school, which was 70. Through the presentation of uncommon problems and inquiry-based activity process in learning, it was expected to increase the skills of higher-order thinking ability of students. The objective of this study was to investigate the development of higher-order thinking ability through the guided inquirybased learning approach to students in Class VIII of Integrated Muhammadiyah Middle School (SMP) in Bengkulu.

METHODS
The research method used was experimental, with true empirical design research. This was based on sample collection with random sampling technique. A pretest-posttest control group design was used in this study design. The description of the pretest-posttest control group study design was shown below. The population in the study was the entire eighth-grade students in Integrated Muhammadiyah Middle School (SMP) in Bengkulu. This population was divided into four classes: 1) Class A with 28 students, 2) Class B with 28 students, 3) Class C with 30 students, and 4) Class D with 28 students. The sample was selected by random sampling. The chosen sample of Class A as an experiment class was a total of 28 students, while Class D was classified as control class. Data was then gathered with an essay tests technique of five question types containing HOTS elements: 1) Analysis (C4), 2) Evaluation (C5), and 3) Creation (C6). Data results of the high-level thinking ability were later analysed with mixed Anova (2x2 mixed factorial design). Mixed-design Analysis of Variance (ANOVA) is a combination of two sub-analysis tests encompassing: (a) Within-subject test is an examination of score differences in one group (pre vs post), (b) Between-subject test is an examination of score testing differences between groups (experimental vs control) (Widhiarso, 2011). As for the research procedure was done through several stages as follows:

Preparation Stage
At the stage of preparation, those were done as follows: (a) preparing and arranging learning tools that are adapted to HOTS. Supadma, et al. (2019)  and (b) Implementing the trial tests of validity, reliability, difficulty levels, and difference-ability tests from using HOTS questions, in which expected to the use of question tests that are eligible in each study.

Treatment Stage
At this level, those were done as follows: (a) Conducting the pretest HOTS with the questions that have been testified its true eligibility in the trial class. (b) Implementing study through the guided inquiry-based learning approach at the experimental class and the conventional learning at the control class. According to the Triyuni, et al. (2019), the process of learning by guided inquiry-based HOTS activity followed the following steps: (1) Orientation of students on the problem situations, to condition students to be ready to support the learning. Students were allowed to do familiarisation to a case of problems, (2) Formulation of the problem; students were redirected to a question to formulate the problem, (3) Creation of hypothesis; students were provided with an opportunity to argue hypothesis produced, (4) Data collection; students collected and explored information through inquirybased activities with HOTS values, (5) Hypothesis testing; students determined correct answers following the data and information obtained through the inquiry-based activities of HOTS values, (6) Conclusion, students formulated a conclusion systematically and logically about the problems given. (c) After completion of the treatments, both the experimental class and control class have then conducted a posttest to investigate the HOTS value development.

Analysis Stage
At the stage of analysis, HOTS values were then analysed from the pretest and posttest of experimental and control classes. Then, the data were tested to investigate the differences and improvements that occurred in a class of experiment or control class as well as intra-class between experimental and control class.

Completion Stage
Overall, all data were analysed and discussed, and then it was continued with the final stage of the completion of study results.

RESULTS AND DISCUSSION
After implementing the normality and homogeneity test by using SPSS software, it was obtained that both classes were normally distributed and the variance of them was homogeneous. Furthermore, the hypothesis testing was performed by using ANOVA 2x2 mixed-factorial design. ANOVA test was calculated using SPSS software.
Based on the calculation of the hypothesis test using the ANOVA Mixed-Design at SPSS software, it was obtained data shown below.   Table 2 showed the average results of the pretest of high-order thinking ability in students, which was nearly the same as that in the experimental class ̅ of 4,86 and in the control class x ̅ kk of 4,89. On average, the high level of thinking of students was not much different. As seen from the standard of deviation to pretest HOTS, the experimental class was much higher (2,606) than the control class (2,578). Based on the answer given by the students, generally, students did not have meaningful initial capabilities. The differences in pretest results mostly occurred in the writing of what is known and what is asked at the beginning of the solution. While students who earned low scores, generally lacked effort by still letting the answers sheets empty. From the average results of the pretest, it seemed that the initial ability of students at the experimental class was averagely the same as those in the control class.
The results of data score of the posttest at experimental class ̅ was higher (16.68) than control class ̅ (14,21). This indicated that after the treatment, there were differences between class experiment and control class. The average score of posttest of both classes has increased from the average score of the pretest. As a result, it was concluded that guided inquiry-based learning could increase HOTS values in students. The reason for this conclusion was that students enabled to engage in discussion and put forward their hypothesis, in which accustoming students to always actively participate in learning, in resulting with the thought process of students would become better. Following the opinion of Triyuni, et al.   ;Malik, et al. (2015) showed the differences in the ability to think highlevel in students between inquirybased and conventional learning.  Table 5 demonstrated that the HOTS changes in the experimental class was significant, where (MD) = −11.821; p < 0.05), while the HOTS changes in the control class was also significant (MD = −9,321; p < 0.05). Despite both classes have significantly increasing HOTS values, yet experimental class was superior compared to the control class in terms of those values. The main purpose of the inquiry-based learning model is the development of the thinking ability of students. Our results revealed that the guided inquiry-based learning model could improve students' critical thinking skills (Azizmalayeri, et al., 2012;Fuad, et al., 2017;Nuryanti, et al., 2018).
HOTS values in students can be trained through activities in this learning model. One of the factors causing the expansion of HOTS values in students was the presence of learning activities that were meaningful, where students were actively involved in the process of discussions to build knowledge and utilising a variety of sources relevant to explore the desired experience (Apino & Retnawati, 2017). Guided inquiry-based learning approach presented in the experimental class was effective to improve the ability to think high-level in students. Hendryarto & Amaria (2013) exhibited that the high-level thinking ability of students increased by 92.8% through inquiry-based learning.  at merely 79%. This indicated the development in high-level thinking skill of students in the experimental class was higher compared to the control class. Several studies that performed before confirmed that the ability to think higher level positively increased through inquiry-based learning (Madhuri et al., 2012;Mubarok, et al., 2019;Hendryarto & Amaria, 2013;Syarqiy & Admoko, 2017).
The application of guided inquiry-based learning provided students with opportunities to become more active participants in finding existing knowledge either by themselves or groups, connecting new knowledge with existing ones and directly experiencing each learning process takes place. In inquiry-based learning, students are engaged mentally and physically to solve the problem given by the teacher. In accordance with the opinion of Anggareni, et al. (2013), inquiries give students real and active learning experiences. Students get trained on how to solve problems, make decisions, and acquire the skills. In addition, according to Trisnayanti (2017), suggested that inquiry-based learning is the learning model emphasising on critical and analytical thinking skills through solving a problem scientifically.

CONCLUSION AND SUGGESTIONS
Our current results of the study revealed a significant increase in HOTS values by 86% through the approach of guided inquiry-based learning. Based on the findings, it was obtained two conclusions as follows: 1) due to the demands of various skills from students knowingly with Mathematics and language skill, selflearning and self-management, teachers will need to compose independently teaching materials adapting to the characteristics of a guided inquiry-based approach that can develop the ability to think higherlevel in students, 2) The inquiry-based learning model will take much more time in learning activities. The teacher should pay more attention to the time allocation provided, and 3) As a facilitator, the teacher should put more extra care in guiding students, especially those who are experiencing difficulty in generating a hypothesis or opinion.