AbstrakPenelitian ini bertujuan menganalisis kemampuan berpikir kritis siswa pada model siklus belajar 5E terintegrasi peer instruction dalam materi suhu dan kalor. Penelitian mixed-method dengan desain embedded experimental ini melibatkan 33 siswa kelas X di SMA Negeri di Sidoarjo. Instrumen penelitian terdiri dari instrumen perlakuan dan instrumen pengukuran. Instrumen perlakuan terdiri dari silabus, RPP, dan LKS. Instrumen pengukuran terdiri dari tes kemampuan berpikir kritis, lembar panduan wawancara, dan lembar catatan lapangan. Instrumen penelitian tes berupa 8 soal uraian tes yang dikembangkan berdasarkan indikator berpikir kritis yang dikemukakan oleh Ennis dengan reliabilitas 0,72. Data kuantitatif kemampuan berpikir kritis siswa dianalisis menggunakan paired t-test. Data kualitatif dianalisis dengan melakukan reduksi terhadap hasil wawancara siswa. Hasil penelitian menunjukkan kemampuan berpikir kritis siswa pada materi suhu dan kalor meningkat setelah mengikuti pembelajaran siklus belajar 5E terintegrasi peer instruction. Siswa sudah mampu dalam membangun keterampilan dasar, memberikan penjelasan sederhana, mengatur strategi dan taktik, membuat penjelasan lebih lanjut, dan masih kurang mampu dalam membuat kesimpulan dari permasalahan fi sika yang disajikan. Kata kunci: kemampuan berpikir kritis, suhu dan kalor, model 5E, peer instruction STUDENTS' CRITICAL THINKING ABILITY IN INTEGRATED LEARNING MODEL AbstractThis study was aimed at analyzing the students' critical thinking skills in the integrated 5E peer instruction learning cycle in temperature and heat material. This mixed-method research with embedded experimental design involved 33 students of class X in Sidoarjo state high school. The research instrument consists of treatment instruments and measurement instruments. The treatment instrument consists of syllabus, lesson plan, and student worksheet. The measurement instrument consisted of critical thinking skills tests, interview guide sheets and fi eld notes. The test research instrument was in the form of 8 test questions developed based on critical thinking indicators proposed by Ennis with a reliability of 0.72. The quantitative data on students' critical thinking skills were analyzed using paired t-test, while qualitative data were analyzed by reducing the results of student interviews. The results show that the students' critical thinking skill in the temperature and heat materials increased after following the peer instruction integrated 5E learning cycle. The students have been able to build basic skills, provide simple explanations, organize strategies and tactics, make further explanations and are still unable to make conclusions from the physics problems presented.

The education process in schools should be able to increase mastery of science and technology and provide training and science process skills that can improve the quality of human resources. Education is the main key to modernization and progress for a nation. In reality, 4C learning on 21st century skills has not been fulfilled properly. This needs to be addressed starting by developing a learning material such as lesson plans. The objective of assisting is to improve the competency of teachers in writing lesson plans. The target of the assisting activity was the teachers in SMPN 2 Baso, Agam district. Methods in assisting include presentation and discussion, group work, independent task, and task presentation. Instruments to collect the data consist of knowledge test. Data analysis techniques were descriptive statistical analysis and paired sample t-test. The result of this assisting is the implementation of assisting on the writing of lesson plan is effective to improve the 21st century skills and independent learning program in the school of teachers.

This paper reports how potential users are involved in the design of interactive learning media. This paper describes the responses of teachers and students about how learning media are applied in schools, a detailed description of the desired learning media and how learning media contribute to improve student learning outcomes. This research used quantitative and qualitative methods. The instruments were questionnaires and interview sheets for teachers and students. The data from research instruments of students included learning styles, responses to using learning media in the classroom, and responses to HOTS (Higher Order Thinking Skill) questions. The data from the teachers included their activities in the opening, core, and closure activity. In general, the media was expected to increase the enthusiasm and motivation of students in learning. For this reason, learning media that contains challenging questions and multimedia that attract students’ attention are developed based on media development indicators.

Along with the development of technology, the education system began to change from face-to-face learning to blended learning. Blended learning uses a combination of print and digital learning media. Most digital learning resources are e-books that replace the function of printed books and the role of the teacher in the classroom. The focus of research in this paper is how e-books can improve student skills in the 21st century. There has been a number of researches related to e-books and their use in high schools. In-depth literature study is needed to get a conclusion on how e-books affect students’ skills, especially after studying Physics. This research provides invaluable insight into how educators were maximizing the use of e-books so as to improve student learning outcomes which in turn impact 21st century skills. These studies describe a lot of data which enables other researchers to understand how teachers use and wish to use e-books. The analysis of these empirical results is used as the basis for developing e-books that have effective content and features that are relevant to e-book literacy.

The industrial revolution 4.0 is a new challenge for education sector. One of the skills that students must possess in order to face this challenge is critical thinking skills. These skills can be trained in a variety of disciplines, including physics. Through the implementation of a scientific approach in learning physics, students can practice critical thinking skills. In fact, the implementation of physics learning still used teacher-centered. Students are not given the opportunity to explore their understanding and thinking skills. So, there is a perception that physics is difficult. One of the materials that students consider difficult is heat and temperature. This research aims to describe students' critical thinking skills on heat and temperature in physics learning. The research method used is descriptive method. The research instrument was a critical thinking skill test in the form of essay questions and open interviews. The test was given to 33 students of class XI SMA Negeri 1 Krian Sidoarjo. Data were analyzed using descriptive analysis and the results of interviews were used to obtain in-depth information regarding students' critical thinking skills. In general, the results of the research show that the average critical thinking skills of students are still low. The lowest critical thinking skills of students can be seen in the category of inference and advanced clarification. Meanwhile, students' critical thinking skills in the category of basic clarification, building basic skills, and managing strategies and tactics were in medium criteria. Keywords: critical thinking skills, heat and temperature, physics learning ABSTRAK Revolusi industri 4.0 menjadi sebuah tantangan baru bagi dunia pendidikan. Salah satu keterampilan yang harus dimiliki lulusan pendidikan dalam rangka menghadapi tantangan ini adalah keterampilan berpikir kritis. Keterampilan ini dapat dilatihkan melalui berbagai disiplin ilmu, termasuk fisika. Melalui penerapan pendekatan saintifik dalam pembelajaran fisika dapat melatihkan keterampilan berpikir kritis siswa. Namun, saat ini pembelajaran fisika yang diterapkan masih berpusat pada guru. Siswa tidak diberi kesempatan untuk mengeksplor pemahaman dan keterampilan berpikirnya. Sehingga muncul persepsi bahwa fisika itu sulit. Salah satu materi yang dianggap sulit oleh siswa adalah suhu dan kalor. Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis siswa pada materi suhu dan kalor dalam pembelajaran fisika. Metode penelitian yang digunakan adalah metode deskriptif. Instrumen penelitian berupa tes keterampilan berpikir kritis dalam bentuk soal essay dan wawancara terbuka. Tes diberikan kepada 33 orang siswa kelas XI SMA Negeri 1 Krian Sidoarjo. Data dianalisis menggunakan analisis deskriptif dan hasil wawancara digunakan untuk mendapatkan informasi mendalam terkait keterampilan berpikir kritis siswa. Secara umum hasil penelitian menunjukkan bahwa rata-rata keterampilan berpikir kritis siswa masih rendah. Rendahnya keterampilan berpikir kritis siswa terlihat pada kategori membuat kesimpulan dan memberikan penjelasan tindak lanjut. Sedangkan keterampilan berpikir kritis siswa pada kategori memberikan penjelasan sederhana, membangun keterampilan dasar, dan mengatur strategi dan taktik berada pada kriteria sedang.Kata kunci: keterampilan berpikir kritis, suhu dan kalor, pembelajaran fisika

The spread of Covid-19 in Indonesia has an impact on the implementation of learning at various levels of education, including higher education. During the Covid-19 pandemic, the implementation of learning is conducted by online learning. Students should be able to learn independently to understand learning material. This research purposes to describe the interactive recitation method as a solution for the students’ deepening of learning material during the Covid-19 pandemic. This research was conducted in odd semester 2019/2020 in the general physics course at Universitas Negeri Padang involving 141 students. Data were collected through survey, observation, interviews, and document analysis. The results showed that students’ understanding of the concept was still low for each lecture material. This can be seen from the mistakes of students’ answers to the questions given during lectures. Students have difficulty to memorize the physics concepts for a long term memory. So, an interactive recitation method needs to be developed as an solution to deepen lecture material. The interactive recitation method is loaded with various conceptual questions for each lecture material including feedback, and its makes easier for students to learn physics concepts independently during the Covid-19 pandemic.

In improving the quality of education, the Indonesian government has made changes to the education curriculum, where the curriculum can increase students’ activeness and high-level thinking which includes Higher Order Thinking Skills (HOTS). This study aims to determine the ability of students in solving physics HOTS questions on the national exam (UN). This research is a descriptive research with a qualitative approach. Based on the results of the study, it is known that students’ competence in answering HOTS problems at the 2018 and 2019 Physics UN is still low. The highest percentage of answering the HOTS physics questions for the 2018 and 2019 national exams was in Mechanics. Meanwhile, the lowest percentage of answering the HOTS physics questions for the 2018 national exam is Electricity, Magnetism and modern Physics, as well as Waves and Optics in the 2019 national exam. The highest percentage of students’ ability in solving HOTS questions is at SMAN 3 Padang, and the lowest percentage is at SMAN 2 Bayang. However, the overall ability of students in solving HOTS UN Physics 2018 and 2019 questions in West Sumatra is in the poor category.

The purpose of this research was to analyze the students’ scientific reasoning skills in the guided inquiry learning integrated of scaffolding in heat and temperature. The research used mixed-method with embedded experimental design. The subject of this research was 29 students of class X in Sidoarjo state high school. The instrument consists of treatment and measurement instruments. The treatment instruments consist of syllabus, lesson plan, and student worksheet. The measurement instrument consists of scientific reasoning skills test. The test development based on scientific reasoning pattern proposed by Lawson with a reliability of 0.848. The quantitative data on students’ scientific reasoning skills was analyzed using Wilcoxon-test, while qualitative data was analyzed by reducing data and coding using a scientific reasoning pattern rubric. The results show that students’ scientific reasoning skill in heat and temperature increased after following the guided inquiry learning integrated of scaffolding. The students have been able to use information to determine whether a conclusion is likely to be true or not, but students are still unable to recognize and interpret relationships in situations described by observed or abstract variables.