Penelitian ini bertujuan untuk mengetahui kemampuan kognitif dalam evaluasi pembelajaran matematika siswa. Jenis penelitian ini merupakan penelitian deskriptif kuantitatif. Populasi yang digunakan adalah seluruh kelas yang terdiri dari sembilan kelas. Dari sembilan kelas populasi diambil satu kelas yang dijadikan sampel yaitu kelas VIII dengan jumlah siswa sebanyak 33 orang dengan penentuan sampel menggunakan teknik cluster random sampling. Pengumpulan data dilakukan dengan pemberian tes mengenai bangun ruang sisi datar. Data dianalisis dengan cara mencari rata-rata nilai siswa, yang disajikan dalam bentuk tabel, sehingga diperoleh kesimpulan. Berdasarkan hasil analisis data diperoleh data sebagai berikut: 1) kemampuan kognitif siswa pada level C1 rata-rata sangat tinggi yaitu 74,74% termasuk kedalam kategori baik, kemampuan  kognitif siswa pada level C2 rata-rata rendah yaitu sebesar 59,59% termasuk dalam kategori cukup, kemampuan kognitif siswa pada level C3 rata-ratanya lebih tinggi dari rata-rata C2 yaitu sebesar 66,66% termasuk dalam kategori baik, dan yang terakhir kemampuan kognitif siswa pada level C4 rata-rata sangat rendah dengan persentase sebesar 35,35% termasuk kategori gagal

The limitations of media variants and the infrequent use of learning media in the chemistry learning process in one of the public schools in Palembang City are the main problems behind the research. This research was an R&D (research and development) research that aimed to develop snakes and ladders game on acid-base topic, determine validity based on expert judgment, determine the practicality of media based on student response questionnaire assessments, and determine the effectiveness of the learning media. The development of the snake and ladder game learning media followed the ADDIE development framework. The validators in this study were content experts, media experts, and education practitioners. The subjects were students in one of the public schools in the Palembang City. Data collection instruments used validation sheets, student response questionnaires, and test questions. The results of the validity test got an average score of 4,07 meaning that it was feasible. The practicality assessment in small-scale trials got 94,86% which was included in the very practical category, the medium-scale trials of 90,75% and also included in the very practical category. The results of test showed an increase in student learning outcomes. It could be proved by the average post-test score of the experimental group students was 85,12 while the average post-test score of the control group was 78,12 and the Sig. (2-tailed) of the t-test (independent sample t-test) had 0,000 < 0,05, which means the snake and ladder game learning media developed is effective to improve student learning outcomes.

This study aims to determine the Differences of Cognitive Ability of Students Before and After Application of Guided Inquiry Learning Model on Environmental Change Material and Waste Recycling Class X in SMA 'Aisyiyah 1 Palembang. The research method used in this research is weak experiment with one group pretest-posttest design. The population in this study consists of one class of 38 students. Sampling in this research using saturated sample technique because the entire population is sampled. Technique of collecting data is done with test question and observation sheet. Based on the results of data using t test at the real level of 5% tcount = 7,607 and ttable = 2.026, then tcount> ttable. This can be seen from the cognitive test of students showed sig thitung 0.000 <0,05, then Ha accepted and H0 rejected. The result of the analysis of the average increase of the students 'cognitive achievement on the pretest reaches 69.34 while the cognitive students in the posttest reach 83.82 means students' cognitive ability is higher after the application of guided inquiry learning model. Then it can be deduced that there is a Difference of Cognitive Ability of Students Before and After Application of Guided Inquiry Learning Model.

This research aims to know the influence of the application of Project-Based Learning model do the Science Process Skills in environmental management material in VII class. Design research uses the posttest-only control design with quasi experiment method. The sample is 70 students. Based on the results of the analysis of the process of science skills, students indicated that the implementation of learning using project-based learning model is better than the conventional learning model. This can be seen in the calculation of test-t process skills science indicates that the Ha received and H0 is rejected. The results of the analysis of the average score of the science process skills thoroughly indicators in class experiments reached 2,87 with good criteria and in science process skills while students are in control class is 1,73 with enough criteria that means the science process skills grade experiment higher than science process skills class control. Based on the foregoing, Project-Based Learning model influence on Science process skills in environmental management material in VII Class.

Some Indonesian students, including vocational school students, often perform negative behavior. This study aims to reveal the good practice of character education patterns through non-academic activities in a vocational school in Palembang, South Sumatera, Indonesia. This study uses an explanatory case study method that explains a phenomenon in depth and detail. The study data are obtained through interviews, observation, and documentation. There are 11 informants involved in this study. They are the vice head of the school for student affairs, the supervisor of extracurricular activities, the head of school administration, the coordinator of the counseling guidance unit, Islamic spiritual advisors, teachers, and five students. The research procedure includes data collection, data reduction, data presentation, and conclusions. The result of this study indicates that to shape student character, schools should not only conduct this through learning activities but also design well-planned non-academic activities. The pattern of non-academic character education is implemented through two activities. The first is habituation activities including a routine smiling day program, operasi semut (ant operations), reading Al-Qur'an, flag-raising ceremony, and short-term Islamic boarding schools. The second is doing extracurricular activities including scouting, choir, dance and drama, scientific creativity club, etc. These non-academic activities have a positive impact on the formation of students' positive character. Students are accustomed to practicing religious values such as honest, tolerant, disciplined, hard-working, creative, independent, democratic, curios, homeland-loving, communicative, peace-loving, environmentally caring, socially caring, and responsible in daily activities. Further research is required to test the effectiveness of this non-academic approach to character education in other schools.