The Project Based Laboratory Learning (PJBLL) model is an innovative physics teaching model designed to enhance student’s sciences process skills and creativity. Therefore, this research aims to analyze the effectiveness of PJBLL model to improve sciences process skills and creativity physics students who were programmers in Unesa’s laboratory. The study design used one-group pretest-posttest design. Data collection methods were conducted by using tests sciences process skills and creativity. Data is analyzed using Paired t-test and N-gain. The results of the study show that there was a significant increase in student’s sciences process skills and creativity at α = 5% with N-gain average of moderate category. Thus, the PjBLL model is effective for enhancing student’s sciences process skills and creativity.

The inquiry-link maps in learning physics can help students to improve their science process skills. Science process skills can be identified through students’ understanding of physics. This study aims to describe the profile of students’ understanding of physics and its relationship with science process skills through inquiry-link maps. The profile of students ‘understanding of physics is known based on the results of the students’ initial test scores on physics material which is also accompanied by filling out a questionnaire response. The results on students’ initial understanding of physics are shown in quantitative and qualitative data. Based on the results of the study, students have adequate specific knowledge of physics ability, especially on several material. Physics materials that are considered difficult is thermodynamics because the teacher does not give examples, and the student is never doing laboratory activities. The results show that students have difficulty in applying scientific methods which is one of the indicators in science process skills.

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Problem solving skills (PSS) are the skills needed to face the challenges of the industrial revolution 4.0, which need to be developed through the learning process, and are still a challenge for teachers today. This study aims to determine the effect of the implementation of problem-based learning (PBL) in practicing students’ problem solving abilities on material momentum and impulses. The research utilised a pre-experimental design with one-group pretest-posttest paradigm. The sample in this study consisted of 3 groups: one experimental group and two replication groups. The results showed that the implementation of PBL affected the problem solving abilities of students in the experimental and replication groups. The three groups experienced a different increase of PSS due to several factors, namely the implementation of learning, the existence of different student intelligence and student activities during learning.