<p>Seiring dengan perkembangan jaman yang semakin pesat, peran pendidikan menjadi sangat penting dalam mempersiapkan peserta didik agar memiliki keterampilan abad 21. Salah satu upaya untuk menjawab tantangan ini dengan merubah peran guru dari dari penyedia dan peyampai informasi menjadi fasilitator untuk berbagi informasi dan pengetahuan serta melatihkan kemampuan memecahkan masalah kepada peserta didik. Pembelajaran konstruktivisme menjadi salah satu alternatif dalam melatihkan keterampilan abad 21. Model pembelajaran <em>project based learning</em> dan <em>problem based learning</em> menjadi model yang paling poluler pada pendekatan konstruktivisme. Namun, masih banyak para pendidik yang mengalami kebingungan dalam membedakan dan mengoperasikan  kedua model pembelajaran ini. Oleh karena itu, artikel ini mengulas persamaan dan perbedaan antara <em>project based learning </em>dan <em>problem based learning</em>, serta menjawab apakah kedua model pembelajaran tersebut mampu melatihkan keterampilan abad 21.</p>

Problem-solving is one of the fundamental skills in the 21 st century. Students' problem-solving skill is defined as students' abilities to use their knowledge to solve the daily life problems. This study main goal is to develop a test instrument of junior high school students' problemsolving skills on oscillation, wave, and sound concepts. The test items are arranged based on problem-solving skills indicator that proposed by Doctor and Heler (2009), there are problems visualization/description, physics approach, mathematic procedure, and logically conclusion. This study used 4D (define, design, develop, and disseminate) model of research and development method. Fifteen test sets are designed based on five problem-solving skill indicators that grouped to each oscillation, wave, and sound sub concept. The result of instrument development shows all test items are valid through Pearson moment correlation coefficient test. Alpha Cronbach test the instrument shows the instrument reliability is 0.88 with the criteria of reliability is high. Based on expert judgment and data collections, the test instruments were well developed and could be used to measure students' problem-solving skills on oscillation, wave, and sound wave concepts.Keywords: problem solving skills; problem solving skills instrument; oscillation, wave, and sound concept. AbstrakPemecahan masalah adalah salah satu keterampilan yang penting di abad ke-21. Keterampilan pemecahan masalah siswa adalah kemampuan siswa menggunakan pengetahuan-pengetahuan yang dimilikinya untuk memecahkan masalah dalam kehidupan sehari-hari. Penelitian ini bertujuan mengembangkan instrumen tes untuk mengukur keterampilan pemecahan masalah pada siswa SMP terkait materi getaran, gelombang, dan bunyi. Instrumen tes disusun berdasarkan indikator keterampilan pemecahan masalah yang dikembangkan oleh Doctor dan Heler (2009) yaitu visualisasi/deskripsi masalah, pendekatan fisika, prosedur matematika, dan kesimpulan logis. Penelitian ini menggunakan metode penelitian dan pengembangan model 4D (define, design, develop, and disseminate). Sebanyak lima belas soal dibuat berdasarkan lima indikator keterampilan pemecahan masalah yang dikelompokkan menjadi tiga pokok soal materi getaran, gelombang, dan bunyi. Hasil pengembangan menunjukkan keseluruhan item tes bersifat valid dengan menggunakan uji koefisien korelasi momen Pearson. Uji alpha cronbach pada instrumen tes menunjukkan bahwa tingkat reliabel instrumen tes adalah 0,88 dengan kriteria reliabel tinggi. Berdasarkan hasil penilaian ahli dan uji coba pada beberapa

Abstract. This study aimed to know the critical thinking skills profil of senior high school students. This research using a descriptive study to analysis student test results of critical thinking skill of 40 students XI grade in one of the senior high school in Bogor District. The method used is survey research with sample determined by purposive sampling technique. The instrument used is test of critical thinking skill by 5 indicators on static fluid topics. Questions consist of 11 set. It is has been developed by researcher and validated by experts. The results showed students critical thinking skills are still low. Is almost every indicator of critical thinking skills only reaches less than 30%. 28% for elementary clarification, 10% for the basic for decisions/basic support, 6% for inference, 6% for advanced clarification, 4% for strategies and tactics.

We constructed Interactive Conceptual Instruction (ICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore*, and Explain) for promoting the pre-service physics teachers" understanding on magnetic field. The ICI model consists of four phases; 1) Conceptual focus 2) Use of texts 3) Research-based materials (PDEODE*E tasks) 4) Classroom interactions. The ICI of teaching model has been implemented to seven Physics students who were re-taking (take the course for second times) in the Basic Physics II course as a pilot study. A Field Conceptual Change Inventory (FCCI) comprised of 15 three-tier test items was administered to seven pre-service physics teachers. Students" ideas were elicited by using FCCI and students" worksheets regarding PDEODE*E tasks. The test and worksheet were analyzed in qualitative way. An analysis of collected data has mainly focused on magnetic field conceptions with its subordinate concepts such as magnetic interaction in variety of mediums, magnetic swing (Lorentz law) and rotating magnetic field (Eddy"s current). This study concluded that the students' conceptual understanding of the magnetic field increases but a few misconceptions still occurred in seven students" minds.

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The research aims to develop and to assess alternative conceptions of second year's Sundanese scholars on light wave with Multitier Open-ended Light Wave Instrument (MOLWI). The research method has been utilized by the 3D+1I model (Defining, Designing, Developing and Implementing). Participants who involved in this research are 26 of second year's scholars (11 male students, namely "Ujang" and 15 female students, namely "Eneng", the average age of them are about 17 years of Sundanese-tribe). The MOLWI consist of 15 questions which has been already analysed by Rasch analysis. Students' conceptions have ever been categorized regarding to the six categories, that are; Sound Understanding (SU), Partial Positive (PP), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). The research results show that the PN category has the highest percentage about 86 percent in the number six. The lowest category is the NC category about four percent in the number of 3, 5, 7 and 13. While Rasch analysis explains the Sundanese-scholars only answer confidently on easy questions and not misconceptions.