Higher-order Thinking Skills (HOTS) is significant for students and has to be trained and managed well by teachers. This study aims to describe the preparation of biology teachers in learning, to analyze the understanding of biology teachers about HOTS, and to examine the efforts of biology teachers in developing HOTS for high school students in Banjarmasin, Indonesia. The subject of this survey was forty-one senior high school biology teachers in the city of Banjarmasin who were involved in routine activities of MGMP (biology subject teacher working group). The research instrument is in the form of a modified questionnaire from previous researchers and has been validated by experts. The data were analyzed using descriptive statistic (percentage). The results showed that the senior high school biology teachers in Banjarmasin have prepared the lesson well, but this was not done consistently (continuously). Some teachers have not maximally prepared the lessons according to the recommended educational standards. The teacher's understanding of HOTS is broad enough, and they assume that HOTS really needs to be trained to students. However, it has not been described in their teaching activities because the HOTS aspect tends to be neglected (not well conducted).

The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdombased biology learning and its effect on student learning outcomes. The research method used is research and development. This research was in a Develop stage of Thiagarajan's Model. This development has produced learning models (lesson plans, student's worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan). Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the learning model, quasi-experimental design was applied by involving two classes at SMAN 7 Banjarmasin-Indonesia. Data were collected using a variety of instruments, namely the validity assessment sheet, the student's worksheet and lesson plan sheets, student achievement test questions, and student response sheets. Data analysis was implemented to measure the effectiveness and the effect of learning by calculating n-Gain and ANCOVA, respectively. The results, the learning tools met the "valid" criteria so that it can be implemented. Learning also concluded having good practicality criteria. Moreover, it can be seen that the application of local wisdom-based learning model and tools was quite effective in improving student learning outcomes, in contrast to learning in the control class. Furthermore, ANCOVA test concluded that there were significant differences in learning outcomes between students in the experimental and the control class.

Pengetahuan yang dimiliki seseorang itu selalu diawali dengan bertanya. Bagi guru bertanya dipandang sebagai kegiatan untuk mendorong, membimbing, dan menilai kemampuan berpikir siswa. Bagi siswa bertanya merupakan bagian penting dalam inquiri, yaitu menggali informasi, menginformasikan apa yang sudah diketahui, dan mengarahkan pada aspek yang belum diketahuinya. Penelitian ini bertujuan untuk mengetahui  keterampilan bertanya siswa dan hasil belajar melalui strategi pembelajaran aktif tipe Team Quiz. Metode dalam penelitian ini adalah metode deskriptif. Subjek penelitian adalah siswa kelas VII A SMP Negeri 1 Anjir Pasar yang berjumlah 19 orang, yang terdiri 7 orang siswa laki-laki dan 12 orang siswa perempuan. Objek penelitian adalah keterampilan bertanya siswa dan hasil belajar. Teknik penggumpulan data dengan menggunakan observasi dan tes. Teknik analisis data dengan menggunakan  rumus persentase, rata-rata dan modus. Hasil penelitian menunjukkan pembelajaran dengan menggunakan strategi pembelajaran aktif tipe Team Quiz keterampilan bertanya siswa berada pada kualifikasi “sangat terampil” dan hasil belajar termasuk dalam kualifikasi “baik”. Kata kunci : Strategi Pembelajaran Aktif Tipe Team Quiz, keterampilan bertanya, materi segi empat.

. Siswa memerlukan kemampuan berpikir kritis yang tinggi karena kemampuan berpikir kritis matematika berperan penting dalam penyelesaian suatu permasalahan mengenai pelajaran matematika. Selain itu, seorang siswa SMP telah dianggap dewasa sehingga dituntut mampu berpikir kritis untuk mencapai hasil atau mengambil keputusan yang tepat dan bijaksana. Ada berbagai macam metode pembelajaran inovatif, yang mampu meningkatkan kemampuan berpikir kritis dalam pembelajaran matematika, salah satunya metode inkuiri. Metode inkuiri merupakan metode pembelajaran yang menekankan pada proses berpikir secara kritis dan analisis untuk mencari dan menemukan sendiri jawaban dari suatu masalah. Penelitian ini merupakan Penelitian Deskriptif yang terdiri atas empat tahap yaitu:perencanaan, pelaksanaan, observasi, dan evaluasi. Subjek penelitian adalah siswa kelas VIII A, sedangkan objek penelitian adalah keseluruhan proses dan hasil pembelajaran matematika SMPN 14 Banjarmasin dengan metode inkuiri untuk mengetahui kemampuan berpikir kritis. Instrumen berupa soal tes dan lembar observasi. Teknik analisis data menggunakan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa penerapan pembelajaran inkuiri dengan langkah-langkah meliputi, orientasi, merumuskan masalah, mengajukan hipotesis, mengumpulkan data, menguji hipotesis, merumuskan kesimpulan, dan mengaplikasikan kesimpulan. diperoleh bahwa aktivitas siswa SMP pada pembelajaran inkuiri termasuk dalam kualifikasi aktif dengan  kemampuan berpikir kritis siswa SMP adalah 79,49 dengan kualifikasi tinggi. Kata kunci: kemampuan berpikir kritis, inkuiri