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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.

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Research Institute / Atatürk Üniversitesi Türkiyat Arastirmalari Enstitüsü Dergisi is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Grounds of the Research: Individuals who have acquired high level thinking skills are able to set up a meaningful whole with the knowledge they require and evaluate such knowledge in the most accurate way possible. They make logical inferences and solve the problems they confront through reasonable ways. They take the right decisions and perform self-regulation. They are successful, peace loving and democratic. Students' acquiring high level thinking skills in teaching environments bear great importance first for their schooling years, and then for their business, private and social lives. While supporting the development of these skills starting from early childhood years has become the prior objective of the education policy of many countries today, very few schools are successful in this sense. Language and literature education (Turkish / Turkish Language and Literature), a process of art education, provides environments that are suitable to give students not only linguistic skills, but also intellectual skills, thanks to its nature. In this context, to build exemplary learning situations suitable for use in contemporary language and literature classes and prepared in the light of scientific data is deemed important. The Objective of the Research: This research was performed in order to set forth how learning situations of contemporary language and literature education, which is considered to be capable of improving linguistic and intellectual skills, should be and what they should include, and to prepare an exemplary learning situation according to the obtained data. Data Sources: The data were collected from subject-related local and foreign scientific publications, the internet, learning situation examples prepared to be used in language and literature education, Turkish Literature textbooks, and the Turkish Literature curriculum. Main Discussion and Conclusions: The most crucial element of the education system is to prepare learning situations. For this reason, prospective teachers and teachers working actively in the education system should be taught how to prepare learning situations that will serve for the acquisition of the aimed behaviors by making use of the text, the most important instrument of teaching. [ABSTRACT FROM AUTHOR]