Abstrak: Perkembangan zaman dan teknologi menuntut manusia untuk selalu berkembang, begitu juga dengan dunia pendidikan. Sebagai akibat dari perkembangan tersebut maka kebijakan – kebijakan pendidikan pun terus mengalami perubahan. Salah satunya adalah dengan diterapkannya kurikulum baru yaitu kurikulum 2013. Kurikulum ini memberikan wacana untuk memperkenalkan siswa – siswi sekolah dasar dalam berfikir secara ilmiah sejak dini yaitu melalui suatu metode yang disebut dengan pendekatan saintifik. Namun, belum banyak guru sekolah dasar yang mengetahui tentang berfikir secara ilmiah atau saintifik. Oleh karena itu pelatihan tentang penerapan strategi pembelajaran dengan pendekatan saintifik dilaksanakan supaya para guru sekolah dasar memiliki wawasan tentang pendekatan saintifik sehingga mereka menjadi guru – guru yang profesional.Abstract: The development of era, science, and techology requires the society to develop as well, and so do the education. As the result of those developments, there are many new policies especially in educations that have been changed and renewed. One of the new policies is the implementation of a new curriculum called as curriculum 2013. This new curriculum provides a new discourse in introducing students especially elementary school students with scientific thinking in their early age through a method called as a scientific approach. However, there are many elementary school teachers who experience lack of information about scientific thinking and how to teach student scientifically. Therefore a training on the implementation of teaching strategy with scientific approach is important for teachers in order to give information and improve teachers’ profesionalism.

Science teachers who know the level of students 'science process skills will easily design good learning in order to improve students' knowledge and skills. This study aims to describe the level of science process skills of high school students in Banjarmasin City. The science process skill level of students was diagnosed by giving multiple choice questions to 466 students from five State Senior High Schools in Banjarmasin. Data analysis is presented as a percentage and visualized in graphical form for each indicator of science process skills and discussed with the theory and findings of previous research. The results of the research data analysis showed that the science process skills of the students in the study sample were generally LOW. A total of 65.07 percent of students were in the LOW category, 26.11 percent of students were in the MEDIUM category, and 8.83 percent of students were in the HIGH category. There are five indicators of science process skills that are categorized as low, namely indicators making graphs and interpreting data 41 percent, indicators designing experiments 47 percent, indicators making operational definitions 53 percent, indicators identifying and controlling variables 54 percent and one indicator that is classified as moderate, namely stating hypotheses with a percentage 64 percent. The low percentage of the five indicators of process skills can be used as an indication that science learning (Physics, Chemistry, and Biology) is still not optimal in training students' science process skills. These results show that in science learning there is still a need for the development and application of innovative learning models so as to train students' science process skills optimally.

Effective communication skills are 21st-century demands and are important to be mastered and developed by students in the Industrial Revolution 4.0 (4IR) era. Communication skills consisting of written and oral communication skills can be trained in physics learning through innovative efforts to develop learning models. The purpose of this study is to produce a hypothetical RODE model that aims to practice communication skills. Therefore, the development of the RODE learning model was designed. The hypothetical RODE model was designed by analyzing the strengths and weaknesses of the Project-Based Learning model and the Problem Solving learning model, learning theories and empirical studies by examining scientific journals and related research results. The research was carried out by conducting needs analysis, literature analysis, and field observations. The results of the study showed the hypothetic RODE learning model composed of the syntax Read-Outline-Discussion-Evaluation has theoretical and empirical support of research results and is designed to address the weaknesses of the Project-Based Learning and Problem-Solving models. The hypothetical learning model RODE that has been designed must be tested later to meet the aspects of validity, practicality, and effectiveness in training student communication skills.

The Scientific Critical Thinking (SCT) model is a learning model developed to train critical thinking skills and student self-efficacy. This study aims to analyze the effect of the SCT model in improving critical thinking skills and the self-efficacy of Primary School Teacher Study Program students. This study used quasi-experimental research with the design of one group pre-test and post-test. The research subjects were one hundred and eight students of the Primary School Teacher Study Program from three classes of the Lambung Mangkurat University. Data was collected through tests of Critical Thinking Skills, questionnaires about student self-efficacy, and in-depth interviews. The collected data was analyzed using paired t-test / Wilcoxon test and n-gain. The results of the research on class D, class E, and class F indicate that the sig value is obtained. (2-tailed) critical thinking skills are 0.00 (p = <0.05) and n-gain is class D 0.77, class E 0.77 and class F 0.77 show that it is important in high criteria. In addition, sig is obtained. (2-tailed) student’s self-efficacy is 0.00 (p = <0.05) and n-gain is class D 0.77, class E 0.81 and class F 0.79; shows significant results in high criteria. It was concluded that the SCT model was effective. This study implies that the SCT model can be used as an alternative to training students’ critical thinking skills and self-efficacy.