The design of a teaching model must qualify to be applicable or practical and effective, therefore the research aimed to analyze the practicality and effectiveness of the IBMR (Investigation-Based Multiple Representation) teaching model in improving physics problems solving skills of bachelor programs’ students. The research was conducted by applying the one-group pre-test and post-test pre-experimental design to 186 students of study program of physics education, mathematics education, and mechanical engineering. The practicality of the model is assessed using an observation sheet and the effectiveness is determined based on pre-test and post-test physics problem solving skills. The collected data were analyzed using the calculation of average scores of the feasibility of each phase of the IBMR, t-test, and n-gain. The results show that each phase of the IBMR teaching model can be implemented by a lecturer with good and reliable categories, and relevant student activities, so that the IBMR teaching model is practicality qualified. It is also effective shown by: there are increasing score of physics problem solving skills at  = 5%, average n-gain with moderate categorized and not different or consistent for each pair of groups, and good-categorized students’ responses on each component of teaching. Keywords: IBMR teaching model, model practicality, model effectiveness, physics problem solving skills, bachelor programs’ students.

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Evidence-Based Reasoning (EBR) is a framework of inquiry-based teaching for developing scientific reasoning. This research aims to analyze the effectiveness of EBR in inquiry-based Physics teaching to improve students' scientific reasoning. Applying Slovin formula for sample determination, the research involved 139 upper-secondary school students with similar prior knowledge. This research used one group pre-test post-test design with replication. The effectiveness of teaching on improving scientific reasoning was analyzed by using Paired Sample T-test. ANOVA was used to analyze the consistency of the teaching effectiveness across in test group. The findings indicated that EBR effectively improved students' scientific reasoning in inquiry-based Physics teaching based on two main grounds. On the first, the significance was ensured by N-gain category of scientific reasoning component, which proved (a) control of variables reaching high category, (b) proportional thinking at moderate category; c) probabilistic thinking reaching moderate category, (d) hypothetical-deductive reasoning attaining low category; and (e) correlational thinking achieving low category. In addition, the level of scientific reasoning has attained the experience characterized by slightly imperfect answers. Students voiced positive response to EBR, which stated that it helped them engage in scientific reasoning in Physics learning. They also voiced the general opinion on EBR and inquiry-based learning in general. Keywords: evidence-based reasoning, inquiry teaching, physics teaching, scientific reasoning.

This study aims to improve the ability of the inquiry learning tool integrated with local wisdom in improving students' critical thinking skills. There were four classes of experiments to determine entitlements in research results, which were also designed as pretest-posttest groups. The sample in this study were 100 students, who were divided into four groups using saturated sampling technique. The critical thinking skills test consisted of 6 items which were declared valid. The results showed that the thinking skills of students before and after learning the software were significantly different (p <0.05). These results indicate that the learning tools developed effectively improve students' critical thinking skills, although the average increase in each indicator is in the medium category. This condition indicates that for further research it is necessary to develop an inquiry model that is integrated with local wisdom.

This reseach aims to develop a physics learning material based on guided inquiry to facilate the students’ science process skills are valid, practical and effective. Learning material was developed using 3-D models (define, design, develop) were tested using a one group pretest-posttest design. Learning material was tryouted class VII SMPN 1 Muara Jawa in academic year 2014/2015. The data collection through observation, tests and questionnaires. The data analysis techniques use qualitative analysis and descriptive analysis of quantitative. The results obtained demonstrate the validity of the learning material that includes lesson plans, worksheets, textbooks and  students the knowledge and skills assessment sheet of a valid category. Practicality implementation of learning material that includes lesson plans and students’ activities of a good category. The learning material developed is effective in terms of achievement learning indicators and learning outcomes of individual completeness increases, the positive students’ response to learning. Based on these results, it can be conclude that the physics learning material based on guided inquiry are valid, practical and effective for use in teaching and learning and can to facilate the science process skills in junior high school students’. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran fisika SMP berbasis inkuiri terbimbing untuk melatihkan keterampilan proses sains yang valid, praktis dan efektif. Perangkat pembelajaran dikembangkan menggunakan model 3-D (define, design, develop) yang diujicobakan menggunakan One Group Pretest-Posttest Design. Uji coba perangkat pembelajaran dilaksanakan pada siswa kelas VII SMPN 1 Muara Jawa tahun pelajaran 2014/2015. Pengumpulan data dilakukan melalui observasi, tes dan angket. Analisis data dilakukan dengan cara analisis kualitatif dan deskriptif kuantitatif. Hasil yang diperoleh menunjukkan validitas perangkat yang meliputi RPP, LKS, Buku ajar siswa dan Lembar Penilaian pengetahuan serta keterampilan berkategori valid. Kepraktisan perangkat pembelajaran yang meliputi keterlaksanaan RPP dan aktivitas siswa berkategori baik. Perangkat pembelajaran yang dikembangkan adalah efektif ditinjau dari ketercapaian indikator pembelajaran serta ketuntasan hasil belajar individual yang meningkat, respon siswa positif terhadap pembelajaran. Berdasarkan hasil tersebut, dapat disimpulkan bahwa perangkat pembelajaran fisika berbasis inkuiri terbimbing yang dikembangkan berkategori valid, praktis dan efektif untuk digunakan dalam proses belajar mengajar serta dapat melatihkan keterampilan proses sains kepada siswa SMP.

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ICT-based learning provides opportunities for teachers and students to learn digitally, as well as letting the students become autonomous learners. One of the efforts to actualize such typical learning mode is to provide digitalized learning media, such as e-Books. An e-Book of metacognitive learning strategies aimed to train students’ metacognitive skills that emphasized self-regulated learning in order to make them become autonomous learners. This study was objected to describe the e-Book of metacognitive learning strategies in designing, implementing, and evaluating students’ metacognitive skills in a learning process. The e-Book was designed using ADDIE development model and used during the innovative learning I course for 84 biology students at Universitas Negeri Surabaya. The data were analyzed using descriptive-qualitative approach. The results showed that the e-Book’s validity was in a very good category. It also conveyed level 15 of readability according to the students and was responded very well with a positive response of 96%. Other findings depicted that the students’ metacognitive learning outcomes and students’ self-regulation were in a good category. Hence, the e-Books had the potential to be used in a digital learning mode as well as training students’ metacognitive skills and self-regulation.