This study aims to determine the application of e-handout with the help of PhET simulation model of problem-based learning integrated with LMS Edmodo to improve critical thinking skills and students’ learning independence in class X of SMAN 1 Sleman on collision material and the law of conservation of momentum. This research is an experimental design study. The design of this study is one-group pretest-posttest design model. The method of data collection is using the results of the initial and final tests in both the experimental class and the questionnaire of learning independence. The results showed that students’ critical thinking skills and independence of learning in both classes improved after using PhET-assisted e-handouts. Conclusion The application of e-handouts with the help of the PhET simulation model of problem-based learning can improve critical thinking skills and there is a difference in the learning independence.

This research was conducted in order to test the effectiveness of Problem-Based Blended Learning in improving students' collaboration skills. The purpose of this study is to describe the significance of learning differences between students who are taught by using Problem-Based Blended Learning model (BL-PBL), PBL model, conventional models, and the effectiveness of these learning models. The type of this research was quasi-experimental research, by conducting pre-test and post-test control group design. The subjects of this study were the eleventh grade students of SMAN 1 Sleman, while the number of the students in experimental classes was 33 students, and 35 students belong to the control classes (with a total number of 101 students). Experimental class I was taught by using Problem-Based Blended Learning, while experimental II was taught by using PBL learning model, and the control class was taught conventionally. The data of students' collaboration skills were obtained from the result of the questionnaire sheets during pre-test and post-test and by using observation sheets (filled out by observers) in each learning process. The data were analyzed by using N-Gain, and the effectiveness of students' collaboration skills showed by the value of the effect size calculated by using Partial Eta Squared. The results of this study indicate that the value of the effect size on the BL-PBL model was 0.773, and categorized as high (compared to other models). In addition, the N-gain value also showed that BL-PBL learning was in the high category (0.4). Hence, it can be concluded that BL-PBL learning is more effective in increasing students' collaboration skills rather than PBL and conventional models.

Critical thinking skill is one of the abilities that must be possessed by students in the 21st century. Online learning combined with guided discovery models, is intended to be able to improve students' critical thinking skills at the high school level. This study aims to look at the effectiveness of online learning based on guided discovery models on the material of momentum and impulses to improve the critical thinking skils of high school students in class X. The research method uses quasi experimentation. The results of the study for experimental class 1 with the help of the LMS Schoology effect size score of 1.971758665 in the high category and experimental class 2 with the help of WhatsApp Application Group effect size score of 2.12844972 in the high category.

This development research aims to develop online physics learning tools based on guided discovery models for high school grade X students with momentum and impulse material and test the feasibility of Physics online learning tools through validator assessments (material experts, material experts) and limited trials by students' responses. Physics online learning tools developed in the syllabus, lesson plans, student worksheets, handouts, and learning media. The average score of validation assessment for the syllabus is 4.81, the lesson plan is 4.72, the student worksheet is 4.64, the handout is 4.57, the media is 4.76, and the media material is 4.66. All in categorized as very worthy. In this study, a limited trial was conducted for 27 students divided into three groups. The average score results student on worksheet one is 4.06, worksheet two is 3.98, and worksheet three is 3.87. All in with categories worthy. The average score result of handout one is 4.04, handout two is 3.96, and handout three is 4.01. All in with worthy category. The results obtained from the Physics online learning tool based on guided discovery models are appropriate for online learning on momentum and impulse material for grade X high school students.