Most of the students had difficultyin understanding the concept of chemistry  which is abstract and cannot connect the concepts studied with the phenomena in everyday life.This is because the instructional media and learning models used by the teacher do not pay attention to submicroscopic representations and do not link chemistry with the environment around students.This study aims to develop Chemical Interactive Multimedia (CIM) based on PBL (Problem Based Learning) to improve students' Generic Science Skills (GSS). PBL-based CIM was developed on the concept of salt hydrolysis in a tutorial format. This study was a Research and Development using the ADDIE design. The research procedure consists of five stages, namely Analyze, Design, Development, Implementation, and Evaluation. The PBL-based CIM effectiveness test against the GSS of MA Darul Habibi NW Paok Tawah students was carried out at the implementation stage using a one-group pretest-posttest design. The instrument used was in the form of a questionnaire to obtain eligibility data and student responses, as well as a description test to obtain KGS data. CIM based on PBL feasibility data will be analyzed using a five-scale absolute norm, student responses were analyzed descriptively, and GSS data were analyzed using a normalized gain score (N-gain). The validation results show that PBL-based MIK has an average score of 92% which means it was very feasible.The limited trial of 12 students stated that PBL-based CIM met the aspects of appearance, readability, language, and ease of use very well.The results of PBL-based CIM trials in learning can increase students' GSS which is indicated by an average N-gain score of 58% in the moderate category.Therefore, it can be concluded that PBL-based MIK was successfully developed in the very feasible category and could improve students' GSS.

The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.

This study aimed to develop an environmental care instrument for students based on local potential and test its effectiveness on different genders and grades. This research is development research of three stages, i.e., literature analysis and preparation of instrument items, the validity of instrument content, and constructs validity using EFA and CFA. The instrument consists of 25 positive and negative statement items using 5 rating scales. The environmental care attitude instrument development results have met the criteria of construct validity through EFA and CFA. The EFA validation yielded 23 items (1 item eliminated from the 1st EFA and another from the 2nd EFA). The results of the final validation using CFA showed that all items met the fit criteria and formed three factors. The analysis results of the instrument effectiveness show that the instrument has been able to reveal students' environmental care attitudes which is differentiated by gender and grade. The results of the analysis showed that female students have a better environmental care attitude than male students and students of class XI have a better environmental care attitude than students of class X. Overall, the instrument has met content and construct validity and is effectively used to reveal students' environmental care attitudes.

Chemistry is a subject that considered as the difficult one by most of the students of senior high school since the characteristic of chemistry is microscopic that demanded the students to be able to understand the consept and then solve the problem .To help the student increasing their understanding .media is very needed. The media developed in this research is interactive Animation Media for the eleventh grade student and to test the teasibility level. The development modek used in his research is ADDIE (Analysis, design, develop, implement, evaluate). With some adaptation based on the development need. The resut of the development is interactive Animation Media in Reaction Rate Material which validation toward the result was done in two test, they are exoert test and limited group trial. There are 4 validators in this research, the are media expertise of FPMIPA IKIP Mataram and two chemistry teacher material expertise of MA NW Debok, and the subject of limited group test which  was`a chemistry students an 10 students of MA NW Debok. The instment used to collect the data was questionnaire, while the data analysis by using everage percentage analysis the validation result of media expert shows that the average percentage analysis. The validation result of media expert shows that the average percentage was 76,25% and 75% which means valid/good. Validation done by the material expert shows that the average percentage was 86,25% and 91,25% which means good/valid, while the result of limited group test toword the students was 80,5% and toword the students was 87% which means that learning media which is interactive Animation Media in Reaction Rate Material is appropriate to use. It can be concluded that interactive Animation Media in Reaction Rate Material is appropriate to nuse by the teacher in teaching process.

Pandemi Covid-19 membuat sistem pembelajaran di kelas menjadi terbatas sehingga siswa dituntut untuk belajar lebih mandiri. Akan tetapi, sumber belajar memadai yang mendukung kemandirian belajar kimia di SMAN 1 Batulayar masih sangat kurang. Penelitian ini bertujuan untuk mengembangkan modul pembelajaran kontekstual terintegrasi Augmented Reality untuk meningkatkan keterampilan berpikir kritis siswa pada materi ikatan kimia. Penelitian ini termasuk metode Penelitian dan Pengembangan. Tahapan penelitian mengikuti desain pengembangan model ADDIE yang terdiri dari lima tahap, yaitu analisis (Analysis), desain (Design), pengembangan (Development), penerapan (Implementation), dan evaluasi (Evaluation). Subyek penelitian adalah siswa SMAN 1 Batulayar yang berjumlah 40 orang. Instrumen dalam penelitian ini adalah angket dan tes uraian. Data kelayakan modul dan tanggapan siswa diperoleh dari angket lalu dianalisis berdasarkan persentase, sedangkan data keterampilan berpikir kritis didapatkan dari tes uraian lalu dianalisis menggunakan paired sample t-test dan skor gain ternormalisasi (N-gain). Adapun hasil penelitian ini antara lain: 1) modul dinyatakan sangat layak dengan rerata skor 90%, 2) modul dapat meningkatkatkan keterampilan berpikir kritis siswa yang ditunjukkan oleh nilai signifikan 0,00 pada taraf kepercayaan 95% dan skor N-gain 58% dengan kategori sedang, dan 3) siswa memberikan tanggapan sangat baik terhadap proses pembelajaran menggunakan modul. Dengan demikian, modul pembelajaran kontekstual terintegrasi augmented reality telah berhasil dikembangkan.