ICARE-Based Student Worksheet (ICARE-BSW) was a learning tool equipped with the ICARE (Introduction, Connecting, Apply, Reflecting, and Extend) steps used in the learning process and its achievement activities. Researchers have conducted a limited test of the use of ICARE Based Student Worksheet (ICARE-BSW) with 6 groups of Students on 5 ICARE Based Student Worksheets (ICARE-BSW) with different tools. Learners have been done on the Student worksheet by following the steps of ICARE. In addition, at the end of the meeting also carried out the responses to the use of the Student Worksheet, appearance, and understanding of the tools. This response was a major source of development and change that will be applied to the improvement and progress of the ICARE Based Student Worksheet (ICARE-BSW). The results of the responses show that the ICARE Based Student Worksheet view is interesting, the learning tools are lacks, and it needs to be developed again work instructions on the use of ICARE Based Student Worksheet (ICARE-BSW) in learning. Further development is directed towards improving the tools, quality, and quantity of ICARE-Based Student Worksheet (ICARE-BSW) use in the application of large group trials at different grade levels. The researcher provided a response questionnaire to see the Student’s responses about the ease of access, adequacy of content, and appeal of the use of ICARE-Based Student Worksheets (ICARE-BSW) involving Educative Participants in interacting and improving productive skills and knowledge in learning. The results of a questionnaire of responses illustrate that the use of ICARE Based Student Worksheet (ICARE-BSW) is good enough in improving student’s skills on physics introduction level.

This study is the first year of three years. This study aims to describe the relationship of the development of teaching materials to learning styles in improving learning outcomes. The type of research used in the entire study is Research and Development (R & D). Research subjects are lecturers and Students in Basic of Mathematics and Sciences Group. The first year's study contains the need assessment, and the drafting of the initial draft of textbooks for high school physics courses with ICARE-oriented Students Worksheet. Data collection techniques used were questionnaire, observation, interview, and documentation study, and supported by logbooks and focus group discussion (FGD). The results shown in the development of the device indicate that the development of ICARE-based teaching materials is not influenced and does not have a significant relationship in one of the learning styles.

ABSTRAK   Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing (guided inquiry) terhadap hasil belajar siswa pada materi fluida dinamis. Jenis penelitian ini adalah quasi eksperimen dengan two group Pretest-Posttest Design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMA Swasta Al Hidayah Medan T.P.2014/2015 dengan jumlah 3 kelas. Pengambilan sampel dilakukan dengan cara cluster random sampling dengan mengambil 2 kelas dari 3 kelas yaitu kelas XI-1 sebagai kelas eksperimen dan kelas XI-2 sebagai kelas kontrol. Instrumen yang digunakan adalah tes hasil belajar dalam bentuk pilihan berganda sebanyak 20 soal. Teknik analisis data yang digunakan adalah uji beda (uji t), setelah uji prasyarat dilakukan, yaitu uji normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa ada pengaruh yang signifikan model pembelajaran inkuiri terbimbing (guided inquiry) terhadap hasil belajar siswa pada materi fluida dinamis.   Kata kunci : model pembelajaran inkuiri terbimbing, hasil belajar fisika

Aims: The aim of the study was for quality effectiveness analysis assessment of physics teaching materials-oriented ICARE methods on student cognitive mastery-based experiment skill levels. Study Design: Teaching materials accompanied by ICARE-oriented worksheets are printed learning materials that are packaged in the form of books in which each subject matter is arranged sequentially: discussion of important concepts, sample questions, cognitive questions, and worksheets arranged systematically in the order of introduction, connecting, applying, reflecting, extending (ICARE) to hone students' science process skills. The method is done by dividing students based on experiment skill level from the results achieved by the cognitive mastery test. Each group is given 3 subjects to work on based on the ICARE Stage and is guided by physics teaching materials-oriented ICARE method. Place of Study: Sample: Department of Physics Education, Universitas Negeri Medan, Medan, Indonesia. Methodology: Science Process Skills Students are divided into 3 main indicators in the experiment namely Problem / Case Identification (Observation, Problem Formulation, & Create Hypothesis); Experiment (Verifications, Variable Manipulation, Data Collection); & Evaluation (Interpretation, Data Analysis & Theory, Create A Scene). The three main indicators in Experiment are adjusted to the ICARE Stages. Results: From the results of the study, the use of physics teaching materials-oriented ICARE methods used at Universitas Negeri Medan was more effective with the Intermediate level group. Conformity is due to habit factors that are carried out during learning. It is very important to improve and develop the physics teaching materials-oriented ICARE method in its use in learning. It is necessary to add strict instructions as facilitators at the ICARE stage and some improvements to the structure of submitting assignments that are directive and important to keep on doing. Conclusion: This is very necessary to direct the activities of students and the creativity of thinking of students without ignoring some of the stages possessed by physics teaching materials-oriented ICARE method.

ABSTRAK   Penelitian ini bertujuan untuk mengetahui: 1) perbedaan hasil belajar fisika siswa menggunakan model pembelajaran inkuiri berbasis pictorial riddle dengan pembelajaran konvensional, 2) perbedaan hasil belajar siswa berpikir kritis tinggi dengan berpikir kritis rendah, 3) interaksi antara model pembelajaran inkuiri berbasis pictorial riddle dengan berpikir kritis terhadap hasil belajar fisika siswa. Populasi penelitian adalah seluruh siswa kelas XI IPA SMAN 17 Medan T.P 2015/2016.Sampel penelitian yaitu kelas XI IPA-4 dan XI IPA-5.Teknik pengambilan sampel secara cluster random samplingdengan metode quasi experiment. Berdasarkan variabel penelitian terdiri dari dua tipe data yang dikumpulkan, yaitu: 1)data berpikir kritis dan 2) data hasil belajar fisika siswa. Data berpikir kritis siswa dan data hasil belajar siswa diperoleh dari pertanyaan tes yang tersedia. Teknik analisis data menggunakan ANAVA dua jalur dengan taraf signifikan α = 0.05. Hasil penelitian menunjukkan bahwa: 1) terdapat perbedaan hasil belajar fisika siswa yang mengunakan model pembelajaran inkuiri berbasis pictorial riddle dengan pembelajaran konvensional, 2) terdapat perbedaan hasil belajar fisika siswa yang berpikir kritis tinggi dengan berpikir kritis rendah, 3) terdapat interaksi antara model pembelajaran inkuiri berbasis pictorial riddle dan berpikir kritis terhadap hasil belajar fisika siswa.   Kata Kunci: Model Pembelajaran Inkuiri, Pictorial Riddle, Berpikir Kritis, Hasil Belajar