This study aims to know the effect of biology teaching materials based on local wisdom integrated character education through problem-based learning models on students' high order thinking skills. This study uses a quantitative approach and belongs to the type of quasi-experimental research. The research design is the one group’s pre-test-post-test design. The research sample consisted of 111 students from five schools in West Aceh. The data collection used a validation sheet of the lesson plan and high-level thinking test questions. Research data was analysed by statistical average values, normality, homogeneity, and paired sample t test. The research results indicated that the using of biology teaching materials based on local wisdom integrated with character education through problem based learning models has a very significant effect on students' high-level thinking (P=0.00). The instruction that used local wisdom, character education and PBL model have a positive role in the motivating of students, cooperation, discipline, fond of reading, student achievement, and problems solving in accordance with the expected learning outcomes.

This study aimed to determine the effect of the application of project-based learning and problem-based learning to the students' High Order Thinking Skills in the fifth semester of biology education undergraduate students in FMIPA UNIMED. This study used a quasi-experimental method with one dependent variable and a study sample of 3 (three) classes determined by random class. Regular class C got treatment for the application of project-based learning, Extension class A got the treatment of application of problem-based learning, Extension class B (control) got direct learning treatment. The research instrument was a list of description questions to test students' high-level thinking skills. Data analysis techniques used covariate analysis (ANACOVA) at a significant level of α = 0.05 with SPSS 23 for Windows. The results showed that there was a significant effect among project-based learning (88.89 ± 2,592), problem-based learning (85.74 ± 2,115) and direct instruction learning (84.45 ± 2,154) to high order thinking skills with a value of F = 24,150, P = 0,000. The results of this study stated that the application of project-based learning can improve students' high order thinking skills.

Problem based learning (PBL) models are commonly used to assess students problem solving abilities. However, there are several resistance to PBL syntax that can improve students' science process skills. The purpose of this study was to determine the PBL model of students' science process skills. This study is a quasi experimental research using samplings techniqe, where VA class as experimental class I, VB II as experimental class II, and VC as control class. Data analysis techniques using covariate analysis (ANACOVA) using by SPSS 23.0 for windows applications and data collection using multiple choice test. Based on hypothesis test with P <0.05 then H o is rejected and H a accepted where this means there is significant influence on the application of model PBL with average value is 87.60. Its means that PBL (problem from students) more positively than PBL (problem from teacher 82.95), and direct instruction model (average value 78.60) to the students science process skill.

This study was conducted to determine the influence of Inquiry learning model on student's scientific attitudes in ecosystem material at MTs (islamic junior high school) Daarul Hikmah Sei Alim Asahan. The research method used was quasi experiment with 3 randomly determined classes sample taken by cluster random sampling technique. The research instrument used was a questionnaire of scientific attitudes related to the ecosystem. Data analysis technique used was Covariat Analysis at significant level α = 0.05 with the help of SPSS 22. The results showed there was significant influence of learning model on student's scientific attitude which taught by guided inquiry model (average 77.60), it significantly higher than modified free inquiry model (average 63.80) and conventional learning model (average 48.27). As a follow up,based on the results of this study, teachers expected to be able to apply guided inquiry model in ecosystem topics as an effort to improve student's scientific attitudes.

The success of the learning process affects the skills possessed by the teacher such as pedagogic skills, content skills, and knowledge skills.This study aims to determine the PCK owned by teachers and its effects on student learning outcomes. This study uses a qualitative approach with type of descriptive research. The population in this study consisted of 12 teachers and 228 grade X students from 5 high schools in West Aceh. The research sample consisted of 5 teachers and 111 students of class X science. The research instrument used in this study was the PCK observation sheet of the teacher learning process and student learning outcomes tests. Data from observations and results of student learning tests were analyzed using the average value test formula. The results of this study indicate that (1) PCK of teachers is in the bad category totaling two, good enough totaling one, good totaling one, and very good totaling one, and (2) However, when comparing the results of PCK teacher observations with student learning outcomes it is known that the higher the PCK knowledge of the teacher, the higher the student learning outcomes.