Jigsaw learning strategy is considered effective in enhancing students’ learning outcomes. Yet, it is problematic for a science classroom that contains educational challenges. The aim of this study was to investigate the implementation of the jigsaw learning in science classes in Indonesian classrooms. This included the feasibility of the jigsaw strategy, the challenges that interfered with the implementations, and the necessary approach to fit the strategy with the challenges. A qualitative case study was used. Three chemistry classes (each consisted of 35 grade 11 students) and a chemistry teacher were involved in this study. Data were collected from classroom observations and interviews. The findings showed that jigsaw learning was not fully feasible as it could not be completely implemented in the participating classes. Unsupportive educational settings such as time limitation, large population, the ill-sized classroom, teacher’s lack of participation and the complexity of the jigsaw structure had influenced the lack of success of the implementations. Rather than seeking help from educational supports that normally involves a financial-concern educational policy, this study recommends adjusting the jigsaw structure to increase its feasibility in such learning condition.

[Improving Student Activity and Learning Outcomes with Picture and Picture Model Assisted by E-Comic Media] Penelitian ini bertujuan untuk meningkatkan keaktifan dan hasil belajar siswa melalui pembelajaran yang dilaksanakan dengan model kooperatif picture and picture berbantuan e-komik. Aktivitas guru dan siswa diamati oleh observer dan direkam dalam bentuk video. Berdasarkan hasil observasi dan rekaman video dilakukan refleksi untuk perencanaan pembelajaran disiklus selanjutnya. Setiap akhir siklus diadakan postes. Data keaktifan dikumpulkan dengan metode observasi dan data hasil belajar dengan metode tes. Instrument berupa lembar observasi keaktifan guru, keaktifan siswa dan alat evaluasi berupa tes pilihan ganda untuk mengumpulkan data hasil belajar. Luaran yang dicapai atau diperoleh dari penelitian ini adalah Aktivitas guru dalam mengelola pembelajaran dengan menerapkan model picture and picture berbantuan media e-komik pada materi faktor-faktor yang mempengaruhi laju reaksi untuk setiap siklusnya berada pada kategori baik, yang mana pada siklus I dengan nilai rata-rata 78,57% meningkat pada siklus II dengan nilai rata-rata 88,57%. Aktivitas siswa pada saat penerapan model picture and picture berbantuan media e-komik pada materi faktor-faktor yang mempengaruhi laju reaksi adalah efektif, yang mana pada siklus I dengan nilai rata-rata 77,14%  meningkat pada siklus II dengan nilai rata-rata 87,14%. Hasil belajar siswa mengalami peningkatan dengan nilai rata-rata pada siklus I yaitu 66,66% dan siklus II yaitu 96,29%. Dapat disimpulkan keaktifan belajar siswa dan hasil belajar siswa setelah penerapan model pembelajaran picture and picture berbantuan media e-komik terjadi peningkatan.

Model creative problem solving (CPS) is one model of learning centered on problem-solving skills, followed by strengthening creativity. When faced with a situation of question, students can perform problem-solving skills to select and develop a response. While the science process skills are skills that foster scientific attitude of students. By using methods practicum, students' science process skills can be seen. This study aims to determine the extent of adherence to the creativesolving model-basedproblemand the effect on students' science process skills in the acid-base material in class XI IPA 2 SMAN 10 Jambi. The approach used in this study is a mixed approach (mix method) with the type ofmodels exploratory sequentile (model order of discovery). The sampling technique was conducted by purposivesampling.There is one class that is used as a sample of grade XI 2. The research instrument used is the observation sheet enforceability of the model by teachers and students as well as students' science process skills and post-test students. Data qualitative data analysis techniques using Miles and Huberman and quantitative data usingcorrelation product momenttest. Imlementation model of creative problem solving (CPS) by teachers and students has been implemented according to the principles model of creative problem solving (CPS) each meeting. The percentage of adherence to a model by the teacher obtained a score of percentage 70.00% (Good), adherence to a model by the percentage of students obtained a score of 71.28% (Good), and the enforceability of the science process skills percentage of students obtained a score of 75.34% (Good). Correlation of adherence to the model of creative problem solving in science process skills by being categorized with the average rxy0,4150. Based on conclusion is that the learning model creative problem solving (CPS) has been performing well and the effect on the improvement of science process skills of students in the material acid-base in class XI IPA 2 SMAN 10 Jambi. Keywords: Learning Model Creative Problem Solving, Science Process Skills, Acids and Bases

Metakognitif merupakan keyakinan diri peserta didik terhadap kemampuan dan pengaturan diri yang mereka miliki.Keterampilan ini juga berpengaruh terhadap keterampilan pemecahan masalah.Peserta didik yang memiliki metakognitif yang baik, juga memiliki keterampilan pemecahan masalah yang baik pula.Materi stoikiometri merupakan materi kimia yang menuntut peserta didik menggunakan keterampilan pemecahan masalahnya.Peserta didik dengan tipe ekstrovert cenderung lebih mudah dalam melakukan pemecahan masalah.Penelitian ini bertujuan untuk mendeskripsikanketerampilan metakognitif peserta didikekstrovertdalam pemecahan masalah stoikiometri.Penelitian ini merupakan penelitian kualitatif.Data dalam penelitian adalah deskripsi tentang keterampilan metakognitif peserta didik ekstrovertdalam pemecahan masalah stoikiometri.Subjek penelitian adalah 2 orang peserta didik kelas X SMA Negeri 5 Kota Jambi.Teknik penggumpulan data yaitu tes dan wawancara yang mendalam.Penelitian menunjukkan hasil tes peserta didik berbeda.Peserta didik ekstrovertt, tidak sama keterampilan metakognitifnya. Peserta didik terampil dalam pemecahan masalah, mampu memahami masalah, memiliki strategi yang baik, dan mampu memeriksa pekerjaannya.Hal ini dibuktikan dengan wawancara, mereka menyatakan mengetahui kemampuan yang dimiliki dan melihat kembali hasil pekerjaan mereka.

The purpose of this research is to find out students’ opinion about e-module ordinary differential equations that will be developed. This type of research is a mixed method with the purposive sampling technique. The samples were 50 students of Universitas Jambi majoring physics education a regular class A and regular class B 2020 who took the mathematical physics II course. The data were collected through interviews and questionnaires, then analyzed using descriptive statistics for the questionnaires and Miles and Huberman’s analysis for the interview results. The findings show that the majority of the students believe the creation of this e-module is a very good idea. This is proven by the results of descriptive statistics, where the average value is 18,0 and is in the required category. The quantitative findings are strengthened by the qualitative ones from interview, which show that the majority of respondents support the creation of this e-module. The results indicate that the students require additional learning resources to fully comprehend the lessons in the Mathematical Physics II e-module. Students can learn independently in mathematical physics course by using e-modules. The future studies on mathematical physics e-modules can use this study as a guide.