Learning physics at SMA, does not only involve memorizing facts, but it also engages the students in solving more problems without delay and attaining a real learning achievement. This study aimed to analyze the effect of project-based learning (PjBL) compared with direct instruction (DI) and student procrastination on student cognitive achievement in learning physics. This quasi-experimental study used a pretest-posttest non-equivalent control group design, involving 9 classes or 278 students of class X MIPA SMAN 1 Singaraja. The study sample consisted of 4 classes or 124 students. Data on student achievement and academic procrastination were obtained from the scores of a learning achievement test and an academic procrastination questionnaire. The data were analyzed descriptively and the two-way covariance analysis. The results of the study revealed that, first, there was a significant difference of academic achievement between students learned in the PjBL and DI models. Higher academic achievement was achieved by the students who learned with the PjBL model. Second, there was a significant difference of academic achievement between students who had high academic procrastination (HAP) and low academic procrastination (LAP). Higher learning achievement was achieved by students who had a LAP. Third, there was an interactive effect between the learning model and academic procrastination on the student academic achievement. Strong interaction occurred in low procrastination for both learning models.

Integrating Technology in the learning process is very important in today’s digital era so that educators do not only have a component of content and pedagogical knowledge but also be have to be supported by the ability to integrate both components with technology. The purpose of this study was to analyze the competence of Technology, Pedagogy, and Content Knowledge (TPACK) of Education technology alumni in supporting their profession to become professional teachers. The method applied in this study was a Mixed method, using data from alumni who graduated in 2016-2017 through questionnaires and in-depth interviews. The results showed that the variables in TPACK, content knowledge variable and pedagogy content knowledge variable had a high average compared to other variables, namely 73.50 and 73.10. This indicated that from the pedagogic and content side, Education Technology alumni had a good mastery of content and pedagogical knowledge. However, being viewed from the average score in applying technology, their competence was still low. The Technology Pedagogy Knowledge variable achieved 48.30, while the TPACK variable reached 52.40. These results implies that Education Technology alumni still need to improve their TPACK competence in order to become a professional teacher in the era of industrial revolution 4.0.

This study aims at analyzing the effect of problem based learning (PBL) compared to direct instruction (DI) on students critical thinking skills (CTA) viewed from their social attitudes (SA). This study used post-test only control group design. The population is 15 classes (584 students) of SMA 4 and SMA 6 Denpasar. The sample was chosen by random assignment technique and selected 4 classes (150 students = 25.7% of the population). The samples were divided into PBL group and DI group each 2 classes or 75 students. Furthermore, in each group sorted according to high and low SA, each of the 25 students (33%), both PBL and DI. Students CTA were measured by tests while SA are measured by questionnaires. Data were analyzed by 2x2 ANOVA. The results showed that students CTA in the PBL group higher than the DI group. Students who have high SA show higher CTA than those with low SA. PBL and DI models interact strongly with high SA in achieving CTA. The implication that guiding students to interact socially well is an alternative way for teachers so students can achieve adequate CTA in learning physics in SMA.

Abstract. Learning physics for senior high school (SMA) students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM) compared with direct instruction model (DIM) on the students' conceptual understanding and character in the subject area of motion and force. This quasiexperimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students) of grade X consisted of 8 classes (272 students) of SMA 1 Amlapura, 8 classes (256 students) of SMA 2 Amlapura, and 6 classes (210 students) of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population). In each school there are set 2 classes each as a CCM group and DIM groups. The data of students' conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students' conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students' conceptual understanding and character in learning subject area of motion and force.

Learning physics in senior high school by using a teacher-centered teaching habit must be changed. It has to empower the investigated-based collaboration. This quasi experimental study aims to analyze the effect of group investigation (GI) model compared to direct instruction (DI) model on critical thinking skills, social and spiritual attitudes, and students character. This experimental study employed a posttest only control group design. The population was 15 classes or 488 students of class X MIPA from three SMAs in Klungkung regency. The research sample was chosen by random assignment technique, and 2 classes were determined in each school, so there were 6 classes (194 students, or 39.8% of the population), 3 classes using GI and 3 other classes using DI. The study was conducted for 5 weeks each 3 hours on energy and momentum learning material. Critical thinking skills were collected by using 15 essay test items. Students social and spiritual attitudes and their character were collected by using questionnaire, every 30 items, 30 items, and 18 item respectively. Data were analyzed by one way MANOVA. The results show that GI model was better than DI model for achieving students critical thinking, social attitudes, spiritual attitudes, and their character in learning physics in the senior high schools.