This research aims to determine whether the Time Token Arends learning model affects communication and physics learning outcomes. All tenth-grade students in one of the high schools in Ogan Komering Ulu Timur became the population, and the sample was determined by random cluster sampling. The research design was the pretest-posttest control group design. The subjects of this research consisted of 58 students. The experimental class implemented the Time Token Arends model, and the control class implemented the conventional model (lecturing and questions and answers). The researchers performed the hypothesis testing using the t-test. Based on the pretest and posttest results, the mean score of the experimental class was higher than the control class. The pretest means a score of the experimental class was 37 and the mean score of the control class was 36. Furthermore, the posttest means a score of the experimental class was 79, and the control class was 64. The mean scores difference indicated a significant effect of the Time Token Arends learning model. The results were supported by the tobserved value greater than the tcritical value, namely 22.02 greater than 1.67. Therefore, H0 was rejected, and Ha was accepted. The percentage of student communication increased significantly after the Time Token Arends model was applied. Future researchers need to develop appropriate instruments to measure scientific communication and student learning outcomes during the current pandemic. During the coupons distribution session, it is necessary to ensure that all students receive coupons without exception.

This study aims to analyze the understanding of physics teachers at MTs Darul Ulum Karang Sari about K13 (2013 Curriculum), teacher readiness in learning, implementation of learning, and direction of learning development. The research on the understanding of physics teachers was carried out using a qualitative descriptive research method. The research subjects were four physics teachers at MTs Darul Ulum Karang Sari. Data was collected using interview and questionnaire techniques. The data were analyzed and classified by presenting the data, reducing the data, and making conclusions from the data. Based on the results of the study, it can be concluded that the physics teacher at MTs Darul Ulum has not fully understood the concept of the 2013 curriculum. Some teachers are more focused on character education contained in K-13. This understanding that focuses on character education has an impact on unclear learning objectives. The readiness of the physics teacher at MTs Darul Ulum to start learning is in accordance with the syllabus and lesson plans, although it is not optimal. For example, the teacher has prepared materials, methods, and media that will be used in learning. However, in the implementation, not all teachers do according to the 2013 curriculum. In the implementation in the classroom learning with the 2013 curriculum does not really show the difference with learning with KTSP. The assessment system has been done well by most teachers