This study is aimed todetermine the effect of  guided-inqury learning model combined with the experimental method on physics learning outcomes grade XI IPA in  SMAN 2 Mataram of academic year 2016/2017. This is quasi-experimental research with pretest and posttest control group design. The population is all students grade XI IPA in SMAN 2 Mataram and the sample is student class XI IPA-7 as the experimental group and class XI IPA-9 as the control one which is selected by purposive sampling. The data of physics outcomes learning is collected by using multiple-choice test. Average value obtained in experimental class is 77.00, while in control is 65.65. The highest N-gain value is in sub material elasticity properties of material, it is 51% in control  and 88% in experimental. Statistical used is t-test polled variance at significant level of 5% and the result obtained tcountis 6,27. This value is greater than ttable (ttable=1.993). It means that there is an influence of guided-inquiry learning model combined with the experimental method on physics learning outcomes grade XI IPA in SMAN 2 Mataram.

This study aims to explore the effectiveness of inquiry learning models inter-vened by the reflective process to promote the critical thinking ability of preserv-ice teachers in terms of cognitive style. This study is a quasi-experimental re-search with one-group pretest posttest design. The research sample involved 24 preservice physics teachers who studied at the Physics Education Department - Mandalika University of Education (Undikma). Cognitive style measurement us-es the Group Embedded Figures Test (GEFT) to identify groups of preservice teachers into the field dependent (FD) or field independent (FI) cognitive style. Measurement of critical thinking ability using test instruments in the form of es-says consisting of 8 test items. Critical thinking ability score is analyzed descrip-tively and statistically, where the normality test and paired t-test was conducted. The results of the study show that as many as 13 preservice teachers are catego-rized into the FD cognitive style and 11 categorized into the FI cognitive style. The average pretest score of the two cognitive style groups (FD and FI) was 0.87 with the criteria of "less critically", and after the implementation of the inquiry learning model intervened by the reflective process, the average posttest score was 16.25 with the criteria of "critically," and n- a gain of 0.64 with the criteria of "moderate." These results indicate that the inquiry learning model intervened by the reflective process is effective to promote critical thinking ability of preservice teachers with FD and FI cognitive styles.

This research aims to find out the effect of problem based learning model with PhET media on the student’s results of physics learning of Xthgrade SMAN 1 Gunungsari in academic year 2015/2016. This research is a quasi experiment with nonequivalent control group design. The population of this research is all of Xthgrade student which amounted to 333 students, and the sample is the student at X.6 which amounted to 34 student as experiment class and student at X.7 which amounted to 35 student as control class. The sample was got by using the cluster purposive sample. The result of pre-test showed that the average value of experiment class is 34,35, while the control class around 43,66. The result of post-test showed that the average value of experiment class is 70,24, while the control class around 57,60. The study tested the hypothesis with t-test polled varians. Based on the result of hypothesis testing, tcount = 4,93 and ttable = 1,99 with significance level of 5% and tcount>ttable, then Ho rejected and Ha accepted. So can be concluded that there is an effect of problem based learning model with PhET media on the student’s results of physics learning of Xthgrade SMAN 1 Gunungsari in academic year 2015/2016.

Abstract-This

Abstract-This research aimed to describe the students misconception profile for grade X SMKN 4 Mataram on the subject matter of Temperature, Heat, and Heat Transfer. This research is descriptive with case study design. The population in this research were all students of grade X SMK 4 Mataram which amounts to 424 people. The sampling technique used was purposive sampling, so that the sample in this research were all students of grade X SMK 4 Mataram except for class X of Office Administration 1 (X APK 1) and X of Office Administration 2 (X APK 2) which amounts to 333 people, because only both of this grade that do not get science subjects. Data were obtained from the test instrument identification shaped misconceptions reasoning multiple choice with an open reasoning and the analyzed using descriptive statistics which have previously been validated by one person subject teacher Science grade X and two person physical education lecturer. Based on this research, it was found that the students of grade X SMK 4 Mataram academic year 2014/2015 have misconceptions identified by the average percentage of misconceptions on the concept of temperatures by 11.53%, on the concept of heat by 16.44%, on the concept of expansion by 8.61%, and on the concept of heat transfer by 15.22%, so it can be concluded that the misconceptions experienced by the students of grade X SMK 4 Mataram in Akademic Year 2014/2015.

This study aims to analyze the needs of students in learning science in junior high schools which will be used as a basis in designing ethnoscience-based learning models for the development of critical thinking skills and concern for students' local culture. Teachers who were used as samples of this study were 30 junior high school science teachers in Lombok. Data were collected through field observations, literature review, questionnaires, and interviews. Data were analyzed descriptively. Based on the results of data analysis, it can be concluded that: 1) There are 5 basic competencies that can be developed in ethnoscience-based learning. 2) Methods suitable for ethnoscience-based learning are investigation / experimentation, field observation, and discussion. 3) Suitable learning resources to support science learning are the natural and socio-cultural environment, textbooks, audio visuals, and the internet. 4) The assessment system suitable for ethnoscience-based science learning to develop students' critical thinking skills and local cultural awareness is non-test assessment (performance, attitudes, portfolios, products) and assessment by tests. 5) Critical thinking skills that can be developed are: Providing simple explanations, building basic skills, concluding, making further explanations, strategies and tactics. 6) Local cultural concerns that can be developed are liking local culture, introducing local culture to others, preserving local culture. 7) Conceptual model of ethnoscience-based science learning which is suitable for developing critical thinking skills and local cultural awareness includes the following steps: Engage, Explore, Explain, Elaborate, Exhibit, and Evaluate.

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-This research is aimed to tests (1) the effect of cooperative model learning in group investigation (GI)