Comparison of HOTS Learning Outcomes Based on Kolb's Learning Styles in Globalization Material for Junior High School Social Studies
Keywords: learning outcomes, HOTS, learning styles, social studies
Abstract
This study analyzes the comparison of students' learning outcomes in solving HOTS problems based on Diverger, Assimilator, Converger, and Accommodator learning styles on globalization material in junior high school. Using a quantitative, descriptive-comparative approach, the study involved 381 ninth-grade students from SMPN in Bone-Bone District, North Luwu Regency. Kolb’s Learning Style Inventory (LSI) identified learning styles, while a test assessed students’ HOTS abilities. Data were analyzed using descriptive statistics, normality tests, homogeneity tests, and ANOVA. Results showed varying HOTS averages: Diverger scored highest at 110.35, followed by Assimilator (98.35), Accommodator (91.41), and Converger (82.93). The Diverger group demonstrated better HOTS performance, whereas Converger scored lowest. These findings suggest that teachers can enhance critical and creative thinking by applying diverse strategies like group discussions, problem-based learning, and tasks fostering idea exploration to accommodate different learning styles effectively.
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