The Implementation of the Inquiry Lesson Model on Reaction Rate Material to Improve Higher-Order Thinking Skills
Higher-order thinking skills (HOTS), particularly the abilities to analyze (C4) and evaluate (C5), are essential competencies in chemistry learning, especially on the topic of reaction rate, which is abstract in nature and prone to generating misconceptions. Various studies indicate that Indonesian students' HOTS achievement, including in the field of science, remains relatively low. This study aims to describe the effectiveness of implementing the inquiry lesson model on the topic of reaction rate in improving students' analyzing and evaluating abilities. This study employed a quasi-experimental method with a non-equivalent pretest-posttest control group design. The population consisted of all eleventh-grade science (MIPA) students at SMA Negeri 3 Bandar Lampung in the 2025/2026 academic year, and the sample was determined through purposive sampling: class XI MIPA 4 as the control group and class XI MIPA 7 as the experimental group. The experimental class received instruction using the inquiry lesson model, while the control class received conventional instruction consisting of lectures, question-and-answer sessions, and practice exercises. HOTS ability was measured using eight essay questions validated by three chemistry education experts; the instrument's reliability was good (Cronbach's alpha = 0.84), and all 8 items were valid, with calculated correlation coefficients (r) ranging from 0.5575 to 0.7798. Data were analyzed using N-gain and an independent-samples t-test after testing for normality and homogeneity. The results showed that the experimental class had an average N-gain of 0.68 (moderate category), significantly higher than the control class at 0.20 (low category), with p < 0.05. Improvement in both HOTS indicators, analyzing and evaluating, was also higher in the experimental class, with the generalization and verification stages playing an important role in training students' evaluating ability. Based on these findings, the inquiry lesson model proved effective in improving students' analyzing and evaluating abilities and can therefore serve as an alternative instructional strategy for developing students' HOTS on the topic of reaction rate, as well as other abstract chemistry topics.
Keywords: inquiry lesson, higher-order thinking skills, reaction rate.
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