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This research aims to know the effectiveness of the implementation lesson plan inquiry contextual learning to improve higher order thinking skill of students in the lecture for microbiology. The lesson plan that was developed in the form of inquiry contextual learning model. Research and development includes three stages of research: study of the introduction, development of microbiology lesson plan, and free trial test implementation of lesson plan. Research instrument used to collect the data consists of sheets of validation by the material, design experts, and linguists, and test descriptions to measure higher order thinking ability. The data analysis used descriptive statistics. A preliminary study undertaken to 40 students who are currently attending microbiology stated that the need for planning learning microbiology devices applying active learning process based on inquiry contextual. Learning outcomes during this time is more dominant in the ability of low-level thinking included in the category of knowledge and understanding, it is necessary to design a microbiological learning that directs the thinking ability of high-level students, namely application, analysis, evaluation, and creation. The results of the trial were limited to 34 students of the experimental class and 35 control-class students found that the research hypothesis was accepted, meaning that the contextual inquiry-based microbiology learning tools had higher-order thinking than the traditional class.

The Development of Lesson Plan of Inquiry Contextual Learning to Improve the Higher Order Thinking Skill Students at Microbiology