Implementation of guided inquiry learning oriented to green chemistry to enhance students' higher-order thinking skills

This research aims at determining the effectiveness of the implementation of guided inquiry learning oriented to green chemistry towards the higher-order thinking skills (HOTS) in buffer material. The research population of this study was all students of science class in one of the senior high school in Banda Aceh, Indonesia. The sample of this study was taken by using purposive random sampling. The test instrument used in the form of multiple choices. The increase of student's HOTS is measured at the level of cognitive regarding analyzing, evaluating and creating. Data analysis used N-Gain and t-test in terms of homogeneity and normality test. The results showed that HOTS of students at the level of cognitive related to analyzing, evaluating and creating increased by 4.68%, 65.26% and 53.68% respectively. Statistical analysis with t test on all cognitive parameters analyzing, evaluating and creating showed the value of t_count > t_table at α = 0.05. In conclusion, the implementation of a guided inquiry learning oriented to green chemistry is able to improve student's HOTS in experimental class than control class. Guided inquiry learning oriented to green chemistry can increase the HOTS of students in senior high school.