This study aimed to determine the effectiveness of the Search, Solve, Create, and Share (SSCS) learning model and its impact on the students’ creative problem-solving ability. The study was conducted on eighth-grade students of Junior High School 24 (SMPN 24) Bandar Lampung, Indonesia, on the Substances Pressure subject matter. This is quasi-experimental with non-equivalent control group design. The independent sample t-test showed that the SSCS model influences the students’ creative problem-solving ability, of which the experimental class is higher than the control class. Furthermore, the results of the effect size obtained the d value of 2.39, indicating the SSCS learning model is effective for the students' creative problem-solving ability which belongs to the high category.

One of the effects of the rapid development in 21st century that has raised the attention of practitioners, international organizations is the demand in education. Learning activities are a major part of education in schools. So in the learning process infrastructure updates are needed including multimedia learning. This research was conducted to analyze the form of multimedia as a learning resource that supports STEM learning and teacher anxiety levels in the use of multimedia in physics lessons. The research method used is a mixed method. The study was conducted in several high schools in Lampung with research subject is 90 Teachers of physics subjects. Data collection techniques used questionnaires, interviews and observations. The results showed that teachers tended to use print media and had not used multimedia. Teachers have considerable anxiety when they only teach physics using print media. Multimedia that is expected according to the perceptions of teachers is able to present the lessons in a clear, detailed, easy to use, easy to understand the language, presenting images, animations, and videos that clarify the material. So in future research, it is necessary to develop multimedia that is expected to be able to support STEM learning and student learning independence.