This study has a purpose to find out how to develop tutorial-based textbooks on basic techniques and embroidery variations in the fashion study program at Medan State University. This study uses the research and development that produces textbooks. The steps of the development process consist of five stages, which include analysis, design, development, implementation, and evaluation. The results of the development of textbooks based on tutorials on basic techniques and embroidery variations in the Medan State University study program In a similar manner, the acquisition of a validity test by a material expert received the criteria of "very good," as did the acquisition of a validity test by a media expert with the same criteria of "very good." The results of the small group trial meet the "very good" criteria, and the medium and large group test results meet the "good" criteria. They earn the "good" category through small-group tests. The acquisition of the feasibility value of tutorial-based textbook media on basic techniques and embroidery variations yielded overall results that fall into the category of "very feasible," so that you can use it in Fashion Study program courses on basic embroidery techniques.

The implementation of physics learning still does not involve students' thinking processes. It is very important to practice higher-order thinking skills, one of which is creative thinking. One of the mandated learning models in the 2013 Curriculum is inquiry. This study aimed to analyze the effect of dynamic electric puzzle science tool-assisted inquiry learning on students' creative thinking skills compared to conventional learning. This study used a quasi-experiment research type with a control group pretest-posttest design. This study was done in class XII. The sampling technique was purposive sampling, with XII IPA Al-Qalam as the experimented class and XII IPA Al-Furqan as the controlled class in the academic year of 2020/2021. Data collection was done by creative thinking skills instrument test, which consisted of 5 essay questions. Data were analyzed by using SPSS 25.0 for windows on normality, homogeneity, and N-gain test. Learning outcomes data of both classes were normally distributed and homogenous. Based on the result, the average score of the pretest and posttest of the controlled class were 39.2 and 70.7, while the average scores of the pretest and posttest of the experimented class were 49.0 and 80.2. Data analysis was done by using t test, and it resulted that tcount was 2.439, while ttable was 2.009 or tcount > ttable  and the significance was (0.01) < 0.05 meant that there was a significant effect of the inquiry model towards students' creative thinking skills if compared to conventional learning. The improvement of creative thinking skills in experimented class gained <g> score of 0.64, whereas the controlled class gained <g> score of 0.51. Inquiry learning assisted by dynamic electric puzzle science tools can increase students' opportunities to engage in inquiry-based activities and develop students' analytical and creative thinking skills.