The learning strategy contributes significantly to achieving learning achievements, but lectures often use many methods of learning. This fact does not match the demands of 21st-century learning that requires creative, critical, and communicative learning. This research aims to analyze the effect of the elaboration learning strategy on students' learning outcomes and critical-thinking skills. A two-factor mixed design (learning strategy and learning achievement) was used by involving 360 students randomly selected from 10 classes of senior high schools in the area of Jember, East Java, Indonesia. Five classes as the experimental classes used the elaboration learning strategy while five others as the control classes used the web teaching approach. After three weeks of treatment, all students are tested with their critical thinking skills and the cognitive abilities of their learning outcomes. Data is processed using multivariate analysis. The results show students' learning achievements (results of learning and critical thinking) as a result of elaborated learning strategies different from the Web teaching-learning strategy. Critical thinking and student learning outcomes use elaboration strategies better than web teaching-learning strategies. The researcher has long developed the elaboration learning strategy, but very few are using it. These results prove the teacher can use this strategy as an alternative in improving students' critical thinking skills.

Basically students have critical thinking skills. Students 'critical thinking skills that are still low are needed in a way so that students' critical thinking skills increase, With the Problem Based Learning learning model in the hope that students' critical thinking skills will increase. the purpose of the study was to determine the effectiveness of problem based learning in improving students' critical thinking skills. This type of research is Action Research, with the stages of planning, action, observation and reflection. This research was conducted in two cycles, with each cycle consisting of two lessons. The subjects in this study were MTs students. In Ambulu sub-district. Data collection techniques use tests and non-tests. The results showed that student learning outcomes in the first cycle got a score of 45 with very low criteria, in cycle II it increased to 92.5 with very good criteria. Students' critical thinking skills in the first cycle experienced 36% classical completeness with very low criteria, in cycle II it increased to 80% with high criteria. The results of the study prove that the application of the Problem Based Learning model is very effective in improving students' critical thinking skills.

This study aims to test the discovery model integrated with the reading, questioning, and answering (RQA) model. This research is a quasi-study which involves the second semester XI grade students of state senior high school (SMA) Negeri in Situbondo as subjects. The number of students who studied was 160 people from four different classes in the 2018/2019 academic year. Sampling is done by class equality test. Each class is taught with a different model, for each class is grouped again based on the culture of residence of students, namely coastal students, urban and mountain students. Researchers used Ancova to test the research hypothesis followed by the least significant difference (LSD) test. The results showed that: i) RQA’s integrated discovery learning model is able to improve students’ problem-solving skills compared to the original model; ii) Culture has a significant role in shaping students’ problem-solving skills, with the use of the same model given to students who have a background a different background will get different results; and iii) Learning in school and in the environment is an interrelated factor in shaping students’ thinking patterns and problem-solving skills. Discovery learning model integrated learning RQA model is a combination of effective models to be applied to students who are trained with challenges where nature teaches them to think and act appropriately and quickly.

Biology learning can do by exploring the nature and its contents, including living beings an inanimate beings everyday life. In past, students have not active roles process in the classroom. Students are only required to memorize the factual information obtained from the teacher. They should develop their potential broadest in order to understand the processes and concepts that exist. The development potential of students begins by assembling the experience and knowledge that has bebn previously owned. Biology learning is expected to be implemented by the Learning Cycle 5E, so that students are expected to improve the understanding of the experience and prior knowledge. By carring out an Learning Cycle 5E, students will find their own concepts of biology and can develop biology process skills, so as to equip students with skills such as scientists and make them able to solve his problems independently. Students will become more critical in thinking and looking for creative answers to the problems they face in everyday life. By nit dong rote, students are expected to be qualified individual.

This study aims to know the effect of the Powerpoint-assisted Think Talk Write (TTW) learning model on student learning outcomes. The type of study is experimental and the design is one group pretest-posttest design. This type begins with measuring the initial ability of students than giving treatment and then giving a remeasurement or posttest. This analysis was conducted to determine the effect of the Powerpoint-assisted TTW learning model on students learning outcomes. The results of the study showed that the significance value between the pretest and posttest was 0.002 and the sign value was 0.05. Based on the decision that the sign value is 0.002 and less than 0.05 which means that there is a significant difference between the pretest and posttest there is a significant effect on the treatment given. This means that there is a significant influence on the Powerpoint-assisted TTW learning model on student learning outcomes.