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This study aims to analyze Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students. This research is a descriptive study using a qualitative approach. The subjects of this research are second semester students who have joined the Basic Physics course for Archimedes' Principle, amounting to 46 people. The instrument used was a Kolb's Learning Style (KLS) questionnaire, which consisted of 40 statement items, 8 essay questions about HOTS, and interview guidelines. Based on the results of the study, it showed that from the maximum percentage (100%) in each Kolb's Learning Style (KLS) obtained the combination of diverger and assimilator learning styles as the highest average percentage (65.63%) in solving HOTS questions correctly compared to the other learning styles. It is followed by the accomodator (56.25%), the combination of assimilator and converger (54.17%), diverger (53.41%), assimilator (49.22%), and converger (48.61%). There are differences in Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students where students still experience errors in answering questions. The forms of incorrect answers given by students include: 1) Objects with a smaller surface area must be sink, 2) Heavy objects must be sink, 3) The amount of water affects the state of floating and sinking, 4) Hollow objects always float, and 5) Objects made of something hard must be sink. Based on the results of this study, it can be concluded that the ability of prospective physics teacher students in solving HOTS questions must be trained by adjusting their learning styles.

Abstract: This research was aimed to (1) determine the influence of guided inquiry strategy against high-level thinking skills of students and (2) determine the influence of learning styles diverging, assimilating, accommodating, and converging towards a high level thinking skills of students. This research is a quasy experiment. Before starting learning, students were given learning style questionnaires by David Kolb. Students' high level thinking skill was measured through using validated HOTS instruments in the form of 20 multiple choice questions and 5 description questions including analytical skills (C4), evaluation (C5) and synthesis (C6). The results of this research showed that: (1) there was the influence of guided inquiry strategy on high-level thinking skills of students, (2) there was no effect of assimilating, accommodating, diverging and converging learning style towards a high level thinking skills of students, and (3) the students with diverging and assimilating learning styles have a positive response toward guided inquiry learning strategies, while students with accommodating learning styles had a positive response to verification learning. Abstrak: Penelitian ini bertujuan untuk (1) mengetahui adanya pengaruh strategi inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa dan (2) mengetahui adanya pengaruh gaya belajar diverging, assimilating, accommodating, dan converging terhadap kemampuan berpikir tingkat tinggi siswa. Penelitian ini merupakan penelitian eksperimen semu. Sebelum memulai pembelajaran, siswa diberikan angket gaya belajar yang dikembangkan oleh David Kolb. Kemampuan berpikir tingkat tinggi siswa diukur menggunakan instrumen HOTS tervalidasi yang berupa soal 20 pilihan ganda dan 5 soal uraian mencakup kemampuan analisis (C4), evaluasi (C5) dan sintesis (C6). Hasil penelitian menunjukkan bahwa (1) ada pengaruh strategi Inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa, (2) tidak ada pengaruh gaya belajar assimilating, accommodating, diverging, dan converging terhadap kemampuan berpikir tingkat tinggi siswa, dan (3) siswa dengan gaya belajar diverging dan assimilating memiliki respon positif terhadap strategi pembelajaran inkuiri terbimbing, sedangkan siswa dengan gaya belajar accommodating memiliki respon positif terhadap pembelajaran verifikasi.

Abstract: This research was aimed to (1) determine the influence of guided inquiry strategy against high-level thinking skills of students and (2) determine the influence of learning styles diverging, assimilating, accommodating, and converging towards a high level thinking skills of students. This research is a quasy experiment. Before starting learning, students were given learning style questionnaires by David Kolb. Students' high level thinking skill was measured through using validated HOTS instruments in the form of 20 multiple choice questions and 5 description questions including analytical skills (C4), evaluation (C5) and synthesis (C6). The results of this research showed that: (1) there was the influence of guided inquiry strategy on high-level thinking skills of students, (2) there was no effect of assimilating, accommodating, diverging and converging learning style towards a high level thinking skills of students, and (3) the students with diverging and assimilating learning styles have a positive response toward guided inquiry learning strategies, while students with accommodating learning styles had a positive response to verification learning. Abstrak: Penelitian ini bertujuan untuk (1) mengetahui adanya pengaruh strategi inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa dan (2) mengetahui adanya pengaruh gaya belajar diverging, assimilating, accommodating, dan converging terhadap kemampuan berpikir tingkat tinggi siswa. Penelitian ini merupakan penelitian eksperimen semu. Sebelum memulai pembelajaran, siswa diberikan angket gaya belajar yang dikembangkan oleh David Kolb. Kemampuan berpikir tingkat tinggi siswa diukur menggunakan instrumen HOTS tervalidasi yang berupa soal 20 pilihan ganda dan 5 soal uraian mencakup kemampuan analisis (C4), evaluasi (C5) dan sintesis (C6). Hasil penelitian menunjukkan bahwa (1) ada pengaruh strategi Inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa, (2) tidak ada pengaruh gaya belajar assimilating, accommodating, diverging, dan converging terhadap kemampuan berpikir tingkat tinggi siswa, dan (3) siswa dengan gaya belajar diverging dan assimilating memiliki respon positif terhadap strategi pembelajaran inkuiri terbimbing, sedangkan siswa dengan gaya belajar accommodating memiliki respon positif terhadap pembelajaran verifikasi.