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Learning should be able to develop knowledge, skills, and mindsets so that the graduates produced are those with integrated attitudes, abilities and knowledge as well as life skills. One of the ways of learning like that can be done through habits of mind. Habits of mind is very important to shape learning characters because of its implementation which synergizes cognitive, affective, and psychomotor abilities. Based on this background, this study aimed to obtain an overview of the learning process in building the habits of mind of students. The subject of this research were the second semester students of the Biology Education Study Program at one of the LPTKs in West Kalimantan. The number of research samples was 26 people, namely those who took the Environmental Knowledge course. Data were obtained using a Habits of mind questionnaire adapted from Costa and Kallick. There were sixteen items that represent data about habits of mind which consisted of three domains, namely cognitive, affective, and psychomotor. The results showed that the average students’ habits of mind score was 3.82 out of a total score of 5.00. The percentage of the research results was 76.7% and it was included in the good category. Each domain, namely cognitive and affective, was in a good category while psychomotor was in a very good category. Thus it can be concluded that the process-oriented guided inquiry learning program applied to the Environmental Knowledge course can build students’ habits of mind well in each learning domain.

Building students’ habits of mind through process oriented guided inquiry learning