This study is aimed at improving HOTS by implementing guided inquiry as a scientific method on video analysis of straiht motion. The quantitative method was applied and quasi-experimental covering non-equivalent control group pretest and posttest design. 52 students were chosen using a random sampling technique as the participants and divided into experimental and control groups with 26 students in each. An independent sample t-test was used to analyze the data. The result showed a significant difference of HOTS between the students who learned using guided inquiry as a scientific method on video analysis of straight motion compared to those who learned using a conventional method. Improvement of HOTS on analyzing, creating, and evaluating the experimental group was higher than a control group. Thus, this study is recommended as an alternative solution to enhance the HOTS of students in learning physics.
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