Indonesian students' creative thinking skill is still at a low level. This study aimed to examine the effectiveness of project collaborative model assisted by Google Classroom (PjCM-GC) in improving students' creative thinking skills. This research explored the differences between students who learned through the demonstration model (DM), project collaborative model (PjCM), and project collaborative model assisted by Google Classroom (PjCM-GC). It was a quasi-experimental with pre and post-test design. The population of this research was students at Senior High School, Lombok Timur-Indonesia. Random sampling technique was employed in this study. The sample was 86 science students grade XI (15-16 ages) who studied in SMAN 1 Aikmel. The data analyzed by paired-sample t-test, comparative-descriptive analysis, and ANOVA mixed design using SPSS 24. The study showed that The PjCM-GC group had a significant difference in the level of creative thinking skills (sig .0000). The PjCM-GC was the most effective model to improve the skills with a gain score of .47 (medium). Learning with the PjCM-GC model can be an alternative for policymakers and teachers to solve the problems of creative thinking.

Students' developmental skills, including critical thinking skills, problem-solving skills, creativity, metacognitive skills, communication skills-collaboration, digital literacy-technology are integrated into current issues discussed at the 21st-century skills. Utilization of digital technology as media and learning resources reflects a transition of X generation to Y generation learners. The use of digital technology in learning can be an excellent opportunity to improve the 21st-century skills, particularly in the development of scientific communication skills in learning physics. This study employed 3D Page-Flipped Worksheet on impulse and momentum to improve students' scientific communication skills. This research belongs to a developmental study with 4D development model covering Define, Design, Develop, and Disseminate. The subjects were students senior high school grade X in Yogyakarta. The results showed that 72.5% of students had excellent verbal communication skills, and 65.6% had good written communication skills. Based on the results, the use of 3D Page-Flipped Worksheet is successful in constructing the students' understanding and communication skills, both oral and written.

This study aims at determining the effect of the inquiry training learning model assisted by Google Classroom in improving students' creative thinking skills. By using a quasi-experimental design, 32 students of SMAN 1 Banguntapan were involved in this study. The instrument test was an essay test to measure creative thinking skills. The first step of the study was given the pretest, then face-toface learning and online learning at the time agreed upon with students. The final stage was carried out posttest to see the achievement of the score after treatment. The results showed that the gain scores of creative thinking skills in students are categorized into three, namely: 62% of students with low category gain scores, 31% of students with moderate category gain scores, and 7% of students with high category gain scores. The average score of gain of creative thinking ability was 0.3, which was in the medium category. Based on these results, further research is needed with an emphasis on optimizing the use of Google Classroom and confirming knowledge construction in face-to-face learning.

This study aims to find the improvement students’ mathematical representation ability after being given treatment of the inquiry training learning model with the google classroom. This research is quasi-experimental. Research variables include the independent variable in the form of inquiry training learning model with google classroom assistances and the dependent variable in the form of mathematical representation ability. The research sample is class of XI MIA 1 SMA Negeri 1 Banguntapan in the academic year 2017/2018 which amounted to 29. The sample is determined by lottery. Data collection techniques in the form of tests with data collection instruments in the form of pretest-posttest questions. Data analysis techniques used descriptive statistics and Normalized Gain (N-Gain). The results of the data analysis show the learning model of inquiry training with google classroom can improve the mathematical representation ability of students in the medium category.