The study focuses on the relationship between process skills and critical thinking in junior high school students in learning science. Besides, an interrelation between process skill and critical thinking skills was also investigated. The study used a mixed-method. A sample of this study is 689 students of total sampling technique. Quantitative data were analyzed by SPSS 21 to find descriptive statistics in terms of mean, min, max while qualitative were analyzed in-depth interviews. The finding shows that the science process skill of students in learning science whether urban and rural areas are good categories. The independent sample t-test shows that students’ science process skills in learning science in urban tend to be higher than in rural schools (p<0.01). Students’ critical thinking in learning science for urban areas is high but for rural areas is a fair category, with significance p<0.001. The regression showed the level of contribution of students’ science process skill influence as much as 51.5% for critical thinking. The other research result was found that students’ science process skill affects critical thinking in learning science. Moreover, a comparison between students’ science process skills and critical thinking based on their school location showed that urban is higher than rural.

Behavioral problems become special attention to learning. Some teachers confronted with a variety of student behaviors and varied learning outcomes. This research was aimed to determine the relationship between learning outcomes and student learning behavior with ranking score. A total of 91 of 10th-grade students with three different classes became respondents. The research was used Mixed methods with the sequential explanatory approach. Quantitative data were obtained by giving multiple-choice questions. The interview method was used to collect qualitative data. Kruskal Wallis test was used to analyze quantitative data and the interview transcript analyzed by the keyword of student behavior in learning physics. The results show that behavior while learning is very significant towards student learning outcomes. Interview findings show that student behavior during the learning process could affect learning outcomes.

Physics education researchers have put out a large number of papers about attitudes. Yet, only few papers employed Rasch model to analyze data of attitudes. This paper reports a comparative study of students’ attitudes toward physics from rural and urban high schools (n=130). In order to collect data of attitudes toward physics, the Colorado Learning Attitudes about Science Survey (CLASS) was administered online to participated students. Obtained data were analyzed by using Rasch model and t-test. Prior Rasch analysis revealed that all items of the CLASS were fitted the Rasch model and had good psychometric properties. The present research found that there were no significant differences between rural and urban students in terms of attitudes toward physics. This result was in line with some earlier finding, but contrary to other previous result. One of variables probably affecting this outcome was teachers’ unawareness of technology usage and other school facilities to enhance teaching quality.