This research aim to describe the increase scientific reasoning skill and the responses learners toward of implementation Case Based Learning (CBL) in SMA Negeri 1 Puncu. The type of this research is pre-experimental with one group pretest-posttest design use 1 implementation class and 2 replication class. The data analysis used analysis implementation of learning and analysis pretest-posttest use t-pair test, analyze n-gain and ANAVA. The result show that the scientific reasoning increase in SMA Negeri 1 Puncu are medium category, The replication class 1 with a value <g> of 0.6230, The replication class 2 with a value <g> of 0.6002 and The implementation class with a value <g> of 0.6020 with the result that increase in these class are consistent. Based on the results, it can be concluded that there was improvement scientific reasoning skills after implementation of Case Based Learning (CBL) on simple harmonic vibration topic.

Objective: This study aims to identify the level of scientific reasoning skills of students. Method: The type of research used is descriptive quantitative. The subjects of this study were 10th-grade students at 1st State SHS Menganti. The test given is five questions, each of which includes four indicators of scientific reasoning skills: theoretical reasoning, correlational reasoning, proportional reasoning, and probabilistic reasoning. The research method used is a preliminary study through reviews, determining research objectives, developing research instruments, validating instruments, collecting data, and analyzing and interpreting data. Results: The results of the research conducted show that the level of students' scientific reasoning skills in the theoretical reasoning pattern is quite good because they can interpret the existing theory with the data on the problem. Students' scientific reasoning skills in the correlational reasoning pattern still need to improve because only one student can answer questions at level 5. Students' scientific reasoning skills in the proportional reasoning pattern still need to improve because only one student's answer reaches the level 4 Ratio (R). The students' scientific reasoning skills in the probabilistic reasoning pattern still need to improve because only three are at level 3. Novelty: With this research, it is hoped to provide information about the importance of training students' scientific reasoning skills. Scientific reasoning skills are essential and related to science education (not only in scientific contexts but also in everyday life).

The main aim of this research are to describe (1) cognitive learning outcomes of students who were taught using the cognitive apprenticeship using reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), and schoenfeld problem solving (SPS) strategies and (2) metacognitive skill level of students who are taught using the cognitive apprenticeship with RT, SB, and SPS strategies. This type of research is experimental research using the static group pretest-posttest design consisting of three classes of experiments with different treatments. Research subjects are students of XI IPA 2 SMA Darul Ulum Unggulan BPPT Jombang by the number of each class of experiments is 22 students. Instruments used are in the form of test and questionnaire. Students' cognitive learning outcomes data obtained will be analyzed with one way ANOVA using SPSS 19 and questionnaire data will be described.The result of data analysis revealed that Ho is rejected and Hi is accepted. It means that there was differences in cognitive learning outcomes of students who were taught using the cognitive apprenticeship with RT, SB, and SPS strategies. Metacognitive skill level of individual students experiencing increased tendency for RT, SB, and SPS class, while the average grade of students' metacognitive skills is in grade 3, developing grade for RT and SB class, while grade of students' metacognitive skills is in grade 4, ok grage for SPS class. It can be concluded that the cognitive apprenticeship learning with SPS strategy can be used to teach metacognitive skills with more scaffolding and advised to use RT and SB strategies for suitable characteristics topic (reading and writing)Tujuan utama penelitian ini adalah untuk mendeskripsikan (1) Hasil belajar kognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), dan schoenfeld problem solving (SPS), (2) Tingkat keterampilan metakognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Jenis penelitian yang dilakukan adalah experimental research menggunakan static group pretest- postest design yang terdiri dari tiga kelas eksperimen dengan perlakuan yang berbeda-beda. Subjek penelitian yaitu siswa kelas XI IPA SMA Darul Ulum 2 Unggulan BPPT Jombang dengan jumlah masing-masing kelas eksperimen adalah 22 siswa. Instrumen yang digunakan berupa soal tes dan angket. Data hasil belajar kognitif siswa yang diperoleh akan dianalisis dengan anava satu jalur menggunakan SPSS 19 dan data angket akan dideskripsikan. Hasil analisis data menunjukkan terdapat perbedaan hasil belajar kognitif siswa yang diajar menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Tingkat keterampilan metakognitif siswa secara individual mengalami kecendrungan meningkat untuk kelas RT, SB, dan SPS, sedangkan secara rata - rata kelas tingkat keterampilan metakognitif siswa berada pada tingkat 3 yaitu tingkat developing untuk kelas RT, dan SB, sedangkan untuk kelas SPS berada pada tingkat 4 yaitu tingkat ok. Disimpulkan bahwa pembelajaran magang kognitif dengan strategi SPS dapat digunakan untuk mengajarkan keterampilan metakognitif, dengan pendampingan yang lebih maksimal dan disarankan untuk menerapkan strategi RT dan SB pada topik yang memiliki karakteristik yang sesuai yaitu membaca dan menulis

The purpose of this study was to determine the performance of the plastic waste chopping machine. The type of research used is experimental research. The object of research is a plastic waste chopping machine by modifying the shape to be simpler. Plastic waste shredder can work well. This machine can chop plastic with a thickness of 0.3 mm in 14.4 kg/hour and plastic waste with a thickness of 0.5 mm in a time of 18 kg/hour.