In the technological disruption era, education goals have evolved to emphasize students to possess 21 st -Century Skills. Learning model capable of accommodating these skills is a model that has a balance between a scientific approach and the use of technology. This research aims to develop a valid, practical, and effective Online-based Inquiry learning model to improve the 21 st -Century Skills of physics students in senior high school. This research was research and development (R&D). The stages of model development consisted of preliminary research, prototyping phases, and assessment phases. The model was validated by five experts. Sixty tenthgrade students participated in the field test. The results showed that the validity of the model is on very high category. The practicality of the model is on very practical category. The average level of the students' 21 st -Century Skills is 84.72, while the average N-Gain scores is 0.63. Based on these results, the model fulfills the valid, practical, and effective category for improving students' 21 st -Century Skills and is expected to be an alternative reference to enhance the quality of physics learning and other fields of science.

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There is widespread agreement that 21st-century skills are skills that should be possessed by students in the current era; however, generally, the component value of these skills is low. This research aims to investigate the effectiveness of the physics electronic teaching material-integrated STEM education (PETMS) in improving the 21st-century skills of students. This research was an experimental study with a post-test-only design with a non-equivalent group. The research subjects consisted of 66 students in two groups. The results indicated that the use of the PETMS was effective in improving students’ mastery of concepts and three aspects of 21st-century skills: creative thinking, critical thinking, and communication. Based on this result, it is inferred that the PETMS is an effective teaching material in promoting students’ 21st-century skills and is expected to be a relevant reference to enhance the quality of physics learning and to apply in the 21st-century learning era.   Keywords: Teaching material, STEM education, critical thinking, creative thinking, communication.

This study aimed to determine the effectiveness of the CTL-based physics e-module in improving the creative and critical thinking skills of senior high school students. Consequently, an experiment with a pretest-posttest control group design was conducted using two groups of 60 tenth-grade students majoring in Science. The experiment consisted of an assessment of creative and critical thinking skills, as well as test questions. Subsequently, the data obtained from the assessment was analyzed using the ttest and N-Gain, and the results showed that the scores of students' creative and critical thinking skills in the experimental group at the end of the treatment were 81.85 and 81.81. Furthermore, the N-Gain scores for the two skills in the experimental group were 0.60 and 0.59. However, there were significant differences in the levels of creative and critical thinking skills of students using the CTL-based physics e-module with the control group (p=0.000). The experimental group had an average cognitive competence score of 78.50 and a completion rate of 93.34%. The study concluded that the e-module is effective in improving creative and critical thinking skills as well as student learning outcomes in physics education, especially during the aftermath of COVID-19.

This research is based on the important of developing a learning model that emphasizes the balance between the scientific approach and use of technology to develop students’ 21st-century competencies. One of learning models that support the goal is inquiry learning which is integrated ICT at infusing level. The model relies on digital technology to provide opportunities for students to investigate scientifically and authentically through information search, problem-solving, and digital collaboration and communication. This study aims to describe the results of needs and context analysis, review of relevant literature, and designing the theoretical framework and concepts for Networked-based Inquiry model development. This research was research and development using the Plomp model. This research has been done at preliminary research that consists of need and context analysis, literature review, developing conceptual theory. The results of needs and context analysis indicates that 21st-century competencies of students is still relatively low, and the integration of ICT in learning physics has enormous potential. The phase review literature revealed that inquiry learning model can improve students’ critical thinking, creative thinking, collaboration, and communication. Then, networked learning can accommodate the use of ICT in infusing level. These findings indicates that the development of Networked-Based Inquiry models can be a solution in accommodating students to develop 21st-century competencies which integrated with digital literacy.