The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female students. This study is a quasi-experimental research with pretest-posttest nonequivalent control group design. The population in this research is the seventh grade students of junior high schools in Kediri, Indonesia. The sample of the research is in the number of 96 students distributed in three classes at different schools. The data of critical thinking skills are gained from test scores and then analyzed using descriptive and inferential statistics through ANCOVA. The results of research revealed that there are different skills in critical thinking in different models. The highest skills in critical thinking are reached by students who were given differentiated science inquiry model combined with mind map in their learning. There are also differences in critical thinking skills between male and female students.

This study aims to obtain information about the effect of Pedagogical Competence, Emotional Intelligence And Commitment Task to The Effectiveness of Teaching At High School Teachers Muhammadiyah City Palembang. This research is an associative quantitative research, The research was conducted by using survey method with path analysis in hypothesis testing. In this study, the population in this study as many as 302 respondents, and a sample of 111 respondents are selected by using random sampling. Research is focused onfour aspects; Pedagogic Competence, Emotional Intelligence, Task Commitment and Teaching Effectiveness. The results of the analysis are (1) there is a positive direct effect of Pedagogic Competence on Teaching Effectiveness, (2). there is a positive direct effect ofEmotional Intelligence on Teaching Effectiveness, (3) there is a positive direct effect of Task Commitment on Teaching Effectiveness, (4) there is a positive direct effect of Pedagogic Competence on task commitment, (5) there is a positive direct effect of emotional intelligence on task commitment, (6) there is a positive direct effect of Pedagogic Competence on Emotional Intelligence.