The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants were 102 students. This study used three classes as research sample which implemented three different kinds of learning models in respiratory system. XI MIPA 3 was as an experimental group implementing project-based learning and XI MIPA 5 was as an experimental group implementing problem-based learning, while XI MIPA 1 was as control group. Data was collected using two instruments to measure student's creativity and student's critical thinking. Data was analysed using t-test, multivariate analysis, and univariate analysis. The results reveal that (1) project-based learning and problem-based learning affect student's creativity and critical thinking; (2) there is a difference effect of project-based learning and problem-based learning on student's creativity; and (3) there is no difference effect of project-based learning and problem-based learning on student's critical thinking.

Higher order thinking skill (HOTS) is one of the students’ abilities that should be developed through teaching and learning. Teachers’ knowledge about HOTS and its teaching and learning tactics is a key to successful education. The purpose of this research is to describe teachers’ knowledge about higher order thinking skills (HOTS). The research involves qualitative study with the phenomenological approach. The research participants are 27 mathematics teachers from state and private junior high schools across 7 provinces in Indonesia. The researcher collected data with a test followed by focus group discussion (FGD) and interviews. The analysis of data involved Bogdan & Biklen model and descriptive statistics for data from the test. The analysis of FGD, and test data intends to get information on 6 sub-themes; teachers’ knowledge about HOTS, importance of HOTS, teaching about HOTS to students, improving students’ HOTS, measuring and assessing HOTS, and teachers’ ability for solving HOTS-based problems. The results indicate that teachers’ knowledge about HOTS, their ability to improve students’ HOTS, solve HOTS-based problems, and measure students' HOTS is still low. There are facts, however, that teachers already understand the importance of HOTS and teaching it by using various innovative learning models. Keywords: HOTS, measurement and assessment, teachers’ knowledge, teaching and learning

Online learning during the pandemic has an impact on the student’s learning behavior. It altered the way students learn and manage their time. This research aims to explore students’ self-regulated learning in undergraduate students of the department of Biology Education based on gender and disciplinary differences. Research participant was distributed into female and male students. It was also distributed into two different study programs: biology and biology education. 24 questions were administered online to 124 students. The instrument consists of six sub scales, 1) goal setting, 2) environment structuring, 3) task strategies, 4) time management, 5) help seeking, and 6) self-evaluation. The relationship between students’ self-regulated learning toward gender and the relationship between students’ self-regulated learning toward study program were analyzed using independent sample T test. In addition, correlation analysis was also conducted to find the correlation between students’ self-regulated learning and students learning achievement. The results showed that there was no significant relationship between male and female students towards self-regulated learning (p = 0,665) and study programs (p = 0,008). The research results also show that there is a correlation (r = 0,0270) between student achievement and self-regulated learning.