<![CDATA[Kompetensi penting yang wajib dimiliki setiap siswa yakni berpikir kritis. Siswa dalam memecahkan persoalan kontekstual membutuhkan proses berpikir untuk menentukan hasilnya. Tujuan penelitian ini guna mendeskripsikan kompetensi berpikir kritis siswa dalam memecahkan persoalan HOTS berdasarkan gaya belajar. Jenis penelitian ini yakni penelitian kualitatif yang bersifat deskripsi. Subjek pada penelitian ini sebanyak enam siswa yang terdiri dua siswa untuk setiap gaya belajar. Teknik pengumpulan data berupa angket, tes soal HOTS, dan wawancara. Data angket dianalisis dengan menghitung skor untuk mengklasifikasikan gaya belajar siswa. Data hasil tes soal HOTS dianalisis mengacu pada indikator kompetensi berpikir kritis yakni focus, reason, inference, situation, clarify, dan overview (FRISCO). Berdasarkan hasil penelitian dapat disimpulkan bahwa kompetensi berpikir kritis dalam memecahkan persoalan HOTS pada siswa kategori gaya belajar visual dan kinestetik mampu memenuhi indikator kompetensi berpikir kritis pada soal level kognitif menganalisis, mengevaluasi, dan mencipta. Kompetensi berpikir kritis pada siswa kategori gaya belajar auditorial pada subjek A1 hanya mampu memenuhi indikator kompetensi berpikir kritis pada persoalan HOTS menganlisis dan mengevaluasi. Subjek A1 mengalami kesulitan dalam memecahkan persoalan HOTS mencipta. Sedangkan subjek A2 mampu memenuhi indikator kompetensi berpikir kritis pada persoalan HOTS menganalisis, mengevaluasi, dan mencipta.An important competency that every student must have is critical thinking. Students in solving contextual problems need a thought process to determine the results. The purpose of this research is to describe students’ critical thinking competence in solving HOTS problems based on learning styles. This type of research is descriptive qualitative research. The subjects in this research were six students consisting of two students for each learning style. Data collection techniques in the form of questionnaires, HOTS test questions, and interviews. Questionnaire data were analyzed by calculating scores to classify the types of student learning styles. The data from the HOTS test result were analyzed by referring to the critical thinking competence indicators are focus, reason, inference, situation, clarify, and overview (FRISCO). Based on the results of the research, it can be concluded that critical thinking competence in solving HOTS problems in the visual and kinesthetic learning styles category students are able to meet the indicators of critical thinking competence at the cognitive levels of analyzing, evaluating, and creating. Critical thinking competence in auditory learning style category students on subject A1 is only able to meet the indicators of critical thinking competence on HOTS problems analyzing and evaluating questions. Subject A1 has difficulty solving the HOTS problem in creating. Meanwhile, subject A2 is able to meet the indicators of critical thinking competence on the HOTS problems analyzing, evaluating, and creating.]]>
