An empirical study in Indonesia: is adaptive inquiry learning effective for improving higher-order thinking skills of elementary school students?

Students' higher order thinking skills (HOTS) must be developed in today's global competition era. This study aims to develop an adaptive inquiry learning model to improve the higher order thinking skills of elementary school students. This research was carried out using the design-based research (DBR) method by carrying out four action steps. Problem identification and analysis were carried out on data collected from questionnaires, observations, and interviews. Problem solution was designed by developing an adaptive inquiry learning (AIL) model. The developed model was tested in initial trials, large-scale trials, and product effectiveness testing on 48 elementary school students. The final reflection is carried out by holding discussions with experts so that a solid AIL product is produced. Data analysis uses a descriptive interpretive model of classroom action research. The results of testing and reflection show that the product developed meets the eligibility criteria for product design principles. Based on experiments it is proven that AIL is able to improve students' HOTS better than discovery learning which is asymptotic significant (2-tailed) ≤ 0.05. Thus, AIL can meet the needs of model design in the current learning process.