The Influence of Inquiry Learning Model and Achievement Motivation on HOTS Economic Learning Outcomes on 11th Grade Students

The Influence of Inquiry Learning Model and Achievement Motivation on HOTS Economic Learning Outcomes on 11 th Grade Students Prima Lestari Situmorang1, Indra Maipita2, M. Fitri Rahmadana3 1 Postgraduate Student of Economic Education, Universitas Negeri Medan, Indonesia 2 Dean of Economic Faculty, Universitas Negeri Medan, Indonesia 3 Postgraduate Lecturer of Economic Education, Universitas Negeri Medan, Indonesia Abstract: This study aims: (1) to know the difference between HOTS Economic learning outcomes taught by the Guided Inquiry learning model and the modified free inquiry learning model; (2) knowing the difference between HOTS Economic learning outcomes for students who have high achievement motivation and HOTS Economic learning outcomes for students who have low achievement motivation; and (3) knowing the interaction between inquiry learning models and achievement motivation on learning outcomes. The population in this study are all social studies 11th grade students in Senior High School 5 Medan, amounting to 3 classes. The sample in this study is determined randomly by random sampling technique, by taking 2 classes with a total of 34 students per class. The research method uses quasiexperimental. The instrument of this study is the achievement test and achievement motivation test. Analysis of the data used is Anvaa Factorial 2 x 2. Based on the research results obtained: (1) there are differences in the results of HOTS Economic student learning taught by the Guided Inquiry learning model and Guided Inquiry learning outcomes of students taught by the Modified Free Inquiry Learning Model (Modified Free Inquiry) with fcount>Ftable (4.15> 3.9); (2) there are differences in economic learning outcomes of students who have high achievement motivation and students who have low achievement motivation with fcount>Ftable (171.07> 3.9); (3) there is an interaction between inquiry learning models and achievement motivation on learning outcomes HOTS Economic with fcount>Ftable (4.04> 3.9). Keywords: Guided inquiry; modified free inquiry; achievement motivation; results study. I. Introduction Writing about HOTS is one of the most important issues in the education system. Every teacher is expected to be able to arrange HOTS questions so students do not only answer items that only measure at the C1 level (knowing), C2 (understanding), C3 (applying) but are also able to answer questions at the C4 level (analysis), C5 (evaluation ) and C6 (creative). So that each student is able to Increase the achievement of learning outcomes and Increase motivation to learn (Brookhart, 2010). Based on preliminary study activities carried out at Senior High School 5 Medan, it was found that the average score of the UN Economic Social Sciences Department in 2018 tended to be relatively good at 8.78. Although this achievement indicates the academic quality of individual students at the national level, it does not yet illustrate how far their academic competitiveness is at the global level when compared to the results of the Trends in International Mathematics and Science Study (TIMSS) survey. Indonesia's ranking is ranked 46 out of 51 countries and scores 397 and the Survey Program for International Student Assessment (PISA) are ranked 69 out of 76 countries and a score of 386. This shows that nationally may obtain high average scores but do not yet demonstrate the quality of _ DOI : https://doi.org/10.33258/birci.v2i4.662 609 Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Volume 2, No 4, November 2019, Page: 609-615 e-ISSN: 2615-3076(Online), p-ISSN: 2615-1715(Print) www.bircu-journal.com/index.php/birci emails: competing human resources. Many of the questions contained in TIMSS and PISA have not been included in the Exam questions both at school and nationally which make it difficult for teachers to develop the same form of questions. The design of economic learning that is used by teachers in lesson plans is still dominant using conventional approaches that still emphasize lecture activities, learning discussion through exposure to material that tends to be passive so that learning occurs in one direction, students who only receive information in the abstract. The teachers have not fully implemented active and creative learning in involving students and have not used various learning models that vary based on the character of the subject matter. In addition, the teacher is still fixated on the textbook as the only source of teaching and learning so that the student's brain is forced to remember and hoard various information without being required to understand the information obtained to link it to the situation. Deluca (2011) states that to develop higher-order thinking skills students must first understand factual, conceptual, and procedural knowledge applying their knowledge to learning by doing and then contemplating the process that produces a solution. The teacher can do this by guiding students through observational activities, concept formation, responding, analyzing, comparing and giving the necessary consideration. Student activeness and teacher guidance greatly contribute during learning (Zerihun et. Al, 2012). The learning process can be done if the teacher is able to prepare a series of activities well and planned. One learning model that is in accordance with scientific characteristics and higherorder thinking is the inquiry learning model. Vygotsky's Contructivism learning theory assumes that the Inquiry model is learning that prepares a good situation for children to conduct their own experiments, in the broad sense of wanting to see what is happening, wanting to do something, seeking answers to their own questions, linking other findings, comparing what is found with what found by someone else. The general objective of the Inquiry Learning Model is to help students develop intellectual thinking skills and other skills such as asking questions and finding answers that begin with their curiosity. The use of inquiry learning as one of the learning models can help students to understand scientific concepts through practice and participation in scientific research activities together. Thus, inquiry learning models can improve HOTS because students can find concepts directly. II. Review of Literature Thomas and Thorne (2009) in the center of development and learning explained that "Higher Order Thinking Skill (HOTS) is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. HOTS takes thinking to higher levels than restating the facts and requires students to do something with the facts - understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them as we seek new solutions to new problems. " That is, HOTS is thinking at a higher level than memorizing facts or reco (...truncated)