This study aimed at analyzing the effectiveness of an interactive physics e-module (IPEM) to improve students’ critical thinking skill (CTS). IPEM is a module that contains unstructured problems, physics phenomena in the form of animations, videos, examples, and CTS problems. This IPEM was presented in the blended problem-based learning (BPBL) model. The population consisted of all tenth grade students at SMAN 2 and SMAN 4 Singaraja and classes X1 and X4 in SMAN 2 Singaraja and SMAN 4 Singaraja were selected as the sample by using a random sampling technique. The study used a quasi-experiment one group pre-test and post-test design. Before the lesson was taught by using IPEM, the students were given a CTS pretest. At the end of the lesson, they were given the same test (post-test). The data were analyzed using a paired t-test. The results showed that the average students’ cts before using IPEM was 22.7 , falling into a poor category, and the results showed that the average students’ cts before using IPEM was 59.1, falling into a medium category. The using a paired t-test result shows that there is a significant difference in the students’ CTS before and after using the IPEM. The students’ CTS after using IPEM is better than before using IPEM in learning process. That is why the IPEM in the BPBL model is effective to improve the students’ CTS of high schools.

Advances in information technology have led to innovative learning methods that combine traditional and online learning, known as blended learning. This pre-experimental study aims to analyze the effectiveness of blended learning in increasing prospective physics teacher students’ learning motivation and problem-solving ability. There were 14 students who participated in this study. They were involved in 70% of face-to-face learning and 30% in online learning. The data of learning motivation were collected by the questioner and the data of problem-solving ability were collected by test. The research hypotheses were tested by non-parametric statistics, namely the sign test. The results of the study indicate that the pre-test score mean of learning motivation was 67.21 (SD= 5.45), which was in the medium level and the post-test score mean was 74.98 (SD=5.93), which was at a high level. The pre-test score means of problem-solving was 33. 43 (SD = 4.90) which was at a low-level and the post-test score mean was 63.54 (SD =2.35), which was at a moderate level. The one side sign test shows the calculated ZC= 3.43, which was higher than standard Z at a 5% significance level. The mean score of prospective physics teacher students’ learning motivation and problem-solving ability between before and after learning was significantly different. From this finding can be concluded that blended learning effective in increasing  prospective physics teacher students’ learning motivation and problem-solving ability.

Penelitian ini bertujuan untuk: (1) mengembangkan modul fisika multimedia interaktif,(2) menjelaskan perbedaan pengaruh antara belajar dengan modul multimedia (MPMM) danmodel pembelajaran konvensional (MPK) terhadap pemahaman konsep, dan (3)menjelaskan perbedaan pengaruh antara MPMM dan MPK terhadap hasil belajar fisikasiswa kelas XII SMA. Untuk mencapai tujuan tersebut dilakukan penelitian dalam duatahapan, yaitu: pengembangan modul dan eksperimen. Data dikumpulkan dengan tes,angket, wawancara. Data yang terkumpul dianalisis secara statistik deskriptif danmultivariat. Hasil penelitian diperoleh sebagai berikut. (1) Terdapat perbedaan pemahamankonsep antara kemompok belajar dengan MPMM dan kelompok belajar dengan MPK(F=250,602; p<0,05). Nilai rata-rata pemahaman konsep kelompok siswa yang belajar dengan MPMM lebih tinggi daripada yang belajar dengan MPK (=10,831; SD=0,684;p<0,05).  (2) Terdapat perbedaan hasil belajar fisika antara belajar dengan MPMM danbelajar dengan MPK (F=385,237; p<0,05). Nilai rata-rata hasil belajar siswa kelompok belajar dengan MPMM lebih tinggi daripada kelompok belajar dengan MPK (=11,555;SD=0,589; p<0,05). Berdasarkan analisis respon, siswa memberi respon postif terhadapmodul. Oleh karena itu, modul fisika multimedia interaktif layak dan efektif untukmeningkatkan pemahaman konsep dan hasil belajar siswa.

Tujuan penelitian ini adalah menganalisis perbedaan keterampilan pemecahan masalah siswa antara siswa yang belajar dengan model Problem Based Flipped Classroom (PBFC), model Traditional Flipped Classroom (TFC), dan model Direct Instruction (DI). Penelitian ini merupakan penelitian quasi eksperimen dengan desain post-test only control group design. Populasi penelitian ini berjumlah 357 siswa kelas XI IPA SMA Negeri 8 Denpasar dengan sampel penelitian berjumlah 107 siswa dan terdistribusi ke dalam tiga kelas. Data keterampilan pemecahan masalah siswa diperoleh melalui tes keterampilan pemecahan masalah dan dianalisis menggunakan analisis deskripsif dengan taraf signifikansi 5%. Hasil penelitian ini menunjukan adanya perbedaan keterampilan pemecahan masalah siswa antara kelompok yang belajar dengan model PBFC, model TFC, dan model DI. Hal ini dibuktikan dengan hasil uji hipotesis menggunakan ANAKOVA yang menunjukan nilai statistik F* = 1317.899 dengan angka signifikansi 0,001 (p < 0,05) yang berarti hipotesis penelitian diterima. Hasil uji LSD menunjukan bahwa keterampilan pemecahan masalah siswa yang belajar dengan model PBFC lebih tinggi dibandingkan dengan TFC dan DI Kata Kunci: Model PBFC, Model TFC, Model DI, Keterampilan Pemecahan Masalah

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