Efektivitas Model Guided Inquiry terhadap Higher Order Thinking Skills: Systematic Review Pembelajaran Sains Indonesia

Abstract

Model Guided Inquiry telah banyak diterapkan dalam pembelajaran sains untuk mengembangkan Higher Order Thinking Skills (HOTS). Namun, bukti sistematis mengenai efektivitasnya lintas jenjang pendidikan di Indonesia masih terbatas.Penelitian ini bertujuan untuk menganalisis efektivitas model Guided Inquiry dalam meningkatkan HOTS (berpikir kritis, berpikir kreatif, dan pemecahan masalah) serta Keterampilan Proses Sains (KPS) pada pembelajaran sains di jenjang Sekolah Dasar (SD), Sekolah Menengah Pertama (SMP), dan Sekolah Menengah Atas (SMA) di Indonesia.Systematic literature review dilakukan terhadap 20 artikel penelitian yang dipublikasikan pada periode 2019-2025, terdiri dari 11 studi eksperimen/quasi-eksperimen, 4 meta-analisis, dan 5 systematic literature review. Kriteria inklusi meliputi: penelitian tentang Guided Inquiry, fokus pada HOTS atau KPS, konteks pembelajaran sains, dan dipublikasikan pada jurnal terindeks SINTA 2-5. Analisis data dilakukan secara naratif-tematik dengan kategorisasi berdasarkan jenjang pendidikan dan variabel outcome.Meta-analisis menunjukkan effect size sangat tinggi untuk berpikir kritis (g=1.33), berpikir kreatif (g=1.10), dan pemecahan masalah (g=1.31). Studi eksperimen melaporkan peningkatan signifikan KPS dengan N-Gain kategori tinggi (0.7) dan literasi sains pada semua jenjang. Analisis komparatif menunjukkan efektivitas GI konsisten tinggi di SMP dan SMA, namun memerlukan modifikasi scaffolding lebih intensif di SD. Integrasi GI dengan teknologi (flipped classroom, multimedia interaktif) dan pendekatan STEM meningkatkan efektivitas hingga 1520%.Model Guided Inquiry terbukti sangat efektif untuk mengembangkan HOTS dan KPS pada pembelajaran sains lintas jenjang pendidikan. Efektivitas optimal dicapai melalui integrasi dengan teknologi pembelajaran dan adaptasi scaffolding sesuai karakteristik perkembangan kognitif siswa. Kata Kunci: Guided Inquiry, Higher Order Thinking Skills, Keterampilan Proses Sains, Systematic Review, Pembelajaran SainsThe Guided Inquiry (GI) model has been extensively applied in science education to foster Higher Order Thinking Skills (HOTS), yet systematic evidence of its effectiveness across educational levels in Indonesia remains limited. This study conducted a narrative systematic literature review (SLR) of 20 studies (11 experimental/quasi-experimental, 4 meta-analyses, and 5 systematic reviews) published between 2019 and 2025, aiming to evaluate the effectiveness of GI in improving HOTS—critical thinking, creative thinking, and problem solving—as well as Science Process Skills (SPS) in Indonesian elementary, junior high, and senior high school science contexts. The review followed PRISMA guidelines and involved database searches in Portal Garuda, SINTA, Google Scholar, Scopus, ERIC, and Web of Science, using relevant keywords. Inclusion criteria required studies to focus on GI in science learning, report HOTS or SPS outcomes, and be published in reputable Indonesian or international journals. Study quality was assessed using adapted JBI Critical Appraisal Tools. Meta-analytic findings revealed very large effect sizes for critical thinking (g = 1.33), creative thinking (g = 1.10), and problem solving (g = 1.31), while experimental studies showed high-category SPS gains (N-Gain = 0.7) and improved scientific literacy. GI effectiveness was consistently high at the junior and senior high school levels (effect size 0.8–1.3), but varied at the elementary level (0.4–1.10), depending on scaffolding intensity and implementation duration. Integration with technology and STEM contexts led to superior outcomes. The review concludes that GI is highly effective in enhancing HOTS and SPS across levels, though effectiveness depends on adaptive scaffolding and learning conditions. Limitations include study heterogeneity and potential publication bias.