Problem-solving skills are the needs of students in the 21st century so they are deemed necessary to have. One of the 2013 curriculum imposed by the government focuses students on problem-solving skills. The purpose of this study was to identify the influence of using problem-based Student worksheets on improving problem-solving skills and student learning outcomes on business and energy materials. This study uses a quantitative approach with a quasi-experimental research design. student worksheet implementation design uses One Group Pretest-Posttest Design. The instruments used in this study were problem-based students’ worksheets, problem-solving skills tests, and learning outcomes tests. The problem-solving skills of students were analyzed using the N-Gain test to see the effect before and after the problem-based student worksheet was implemented. The results of the student worksheet feasibility test obtained a percentage of 98.30% indicating that the student worksheet problem-based to improve problem-solving skills and learning outcomes is very feasible to use. The results of the implementation of problem-based student worksheets can improve students' problem-solving skills which are marked by an increase in the pretest-posttest value based on the results of the experimental class N-gain test of 0.93 in the high category, the control class N-gain value of 0.60 in the medium category. The learning outcomes test showed an increase in the N-gain value for the experimental class by 0.71 in the high category, the N-gain value for the control class by 0.50 in the medium category

This research develops a comic-based student worksheet to learn about feasibility, learning outcomes, and motivation of the student worksheet. The research was carried out using research and development (R&D) methods with the ADDIE development model. The implementation of this comic-based Student Worksheet uses a pretest-posttest control group design. The population in this study were students of class VIII at MTsN 3 Banda Aceh. The samples in this study were 57 students in the class of Abu Bakar Ash Siddiq and Zaid bin Thabit who were selected by purposive sampling. Data collection using validation tests, written tests, and questionnaires. The results of the feasibility test showed that the Developed Student Worksheet was included in the feasible category with an average score of assessments by experts and natural science teachers of 91.25% and 99.03%. Analysis of learning outcomes data using the t-test, obtained tcount>ttable (4.42> 2.01) shows that there are differences in the value of student learning outcomes between the experimental and control classes where the value of the experimental class is higher than the control class. Results of analysis Motivation of students tcount>ttable (15,53> 2,01) also shows the use of comic-based worksheets can increase students' learning motivation so that it can be concluded that the use of comic-based worksheets is feasible, it can improve student learning outcomes and motivation

The thermodynamics lecture process in odd semester 2019/2020 at the Physics Education Department of FKIP Unsyiah is divided into three stages based on the lecture method used, namely; (1) lecture method, virtual experiments, and discussions, (2) assignments and group presentations, and (3) innovative discussions inspired by the idea of ​​a “Guru Penggerak.” Modification from the innovation of the discussion method is carried out by the strategy of (a) not limiting the topic of discussion, (b) online discussion using WhatsApp (WA) group lectures. The study was conducted to determine the response of students to the innovations carried out. The research results are used to develop lecture method innovations, to improve the quality of the lecture process. Students’ perceptions of the ability of lecturers, the activeness of learning, the environment of learning, and the absorption of lecture material are the problems examined in this study. The research method used was quasi-experimental, and the student perception data were obtained using a questionnaire given to 20 students as respondents. In addition, qualitative methods are used to analyze student perception data. The analysis results used a score on a scale of 1-4, obtained an average score of students’ perceptions of the ability of lecturers by 3.78, learning activeness 3.15, learning environment 3.43, and absorption of lecture material 3.49. The conclusion is that lecturers’ ability to manage lectures is excellent, students are active in lectures, the learning environment is pleasant, and absorption of higher lecture material. Therefore, discussion method innovation can be developed to enrich the learning method to improve the quality of the Thermodynamics lecture process.

Understanding is the main basis for self-improvement in using various methods to create ideas. There are several levels in understanding, namely cognitive primitive, Image Making, Image Having, Property Noticing, formalizing, observing, structuring, inventizing c. This research is a type of research with a descriptive qualitative approach. The results showed that the first subject had the ability to understand concepts and was in the formalizing stage. There are as many as 35% of students who are at the formalizing stage. The second subject is still in the image-making stage. As many as 65% of students are in the image-making stage.

Pembelajaran fisika merupakan bagian dari ilmu yang secara ilmiah memerlukan konsep berpikir dan pemahaman yang diintregasikan ke dalam pengembangan keterampilan dan sistem analisis berpikir. Namun, upaya untuk melatih keterampilan kreativitas berpikir peserta didik seringkali diabaikan oleh guru. Informasi dari hasil The Global Creativity Index tahun 2015 menyatakan bahwa kemampuan  berpikir  kreatif  di  Indonesia tercatat masih sangat rendah, hal ini dibuktikan dengan posisi Indonesia berada pada rangking 115  dari  139  negara. Tujuan dalam penelitian ini adalah mengembangkan LKPD berbasis pendekatan ISLE untuk meningkatkan keterampilan berpikir kreatif siswa. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan (R&D) dan mengacu pada model pengembangan ADDIE. Desain implementasi LKPD menggunakan One Group Pretest-Posttest Design. Instrumen yang digunakan dalam penelitian ini yaitu lembar penilaian LKPD, soal tes keterampilan berpikir kreatif, angket respon siswa dan angket respon guru. Keterampilan berpikir kreatif siswa dianalisis dengan menggunakan uji N-Gain untuk melihat peningkatan sebelum dan sesudah diimplementasikan LKPD berbasis pendekatan ISLE. Hasil uji kelayakan yang ditinjau dari aspek kelayakan isi, penyajian dan bahasa memperoleh persentase sebesar 82,88% menunjukkan bahwa LKPD berbasis pendekatan STEM untuk meningkatkan keterampilan berpikir kreatif sangat layak untuk digunakan. Hasil implementasi LKPD berbasis pendekatan ISLE dapat meningkatkan keterampilan berpikir kreatif siswa yang ditandai dengan peningkatan nilai pretest-posttest berdasarkan hasil uji N-Gain yang menunjukkan angka 0,75 dan berada pada kategori tinggi. Guru dan siswa memberikan respon dengan kategori sangat positif terhadap LKPD berbasis pendekatan ISLE yang ditunjukkan dengan angka 82,95% untuk respon guru dan 84,85% untuk respon siswa