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This research is motivated by the importance of creativity abilities based on the objectives of the 2013 Curriculum. Therefore, the purpose of this study is to describe the feasibility of impulse and momentum teaching materials using the inquiry-based discovery learning model to train students' creativity. This type of research is research and development with the ADDIE model. Data were obtained through an instrument validation sheet, a lesson plan implementation sheet, and THB. Data were analyzed descriptively qualitatively, averagely, and N-gain. The results showed: (1) teaching materials were valid because the validity of the lesson plans was 3.44; teaching materials of 3.46; LKPD of 3.45; and THB of 3.42 in the very valid category, (2) teaching materials including practical because the RPP component can be implemented in a very practical category, (3) teaching materials including effective because the N-gain value is 0.69 in the medium category. Thus, the teaching materials of the inquiry-discovery learning model that have been developed are feasible to train students' creativity and can be applied in physics learning.

The availability of a wetland environment-based practicum module as a form of local wisdom in South Kalimantan has not been widely developed, even though the development of a wetland-based practicum module is needed to create more meaningful learning. This study aimed to describe the validity of the fluid physics practicum module based on the wetland environment. The research method used was R&D with a 4D model. The research instrument used was in the form of a validation sheet, assessed by three validators. The results showed that the validity of the practicum module was very valid. This practicum module that was declared as valid can be used in the learning process. At the next stage, the practicality and effectiveness of the fluid physics practicum module based on the wetland environment can be measured.

The low level of responsibility and academic skills can hinder students in developing all their potentials to obtain more meaningful information and stay on one’s memory. Thus, research was conducted to improve the character of responsibility and the academic skills of Grade XI Science 1 students at SMA Negeri 12 Banjarmasin. This type of research is a class action model adapted from Kemmis and Mc Taggart, consisting of 2 cycles. Each cycle includes planning, implementation/observation, and reflection. The research subjects involved were 23 pupils. Observation and tests were conducted to collect the data needed. The instruments used were observation sheets on the implementation of the Learning Implementation Plan. Observation sheets were utilized to analyze student responsibility characters, science process skills tests, and cognitive ability tests. Data were analyzed descriptively. The findings of the research instruments from cycle I to cycle II stated: (1) the implementation of the Learning Implementation Plan in the first cycle of the first meeting obtained a score of 79.43% (good), and the second meeting received 85.36% (very good). In the second cycle, the first meeting got 91.73% (excellent) and the second meeting achieved 93.17% (very good); (2) The average level of student responsibility in cycle I and cycle II increased from 65.81% (high) to 81.42% (very high); (3) Students’ science process skills in cycle I and cycle II also increased from 0.58 (quite skilled) to 0.92 (very professional); (4) The classical cognitive ability of students in cycle I and cycle II increased from 78.26% (completed) to 100% (completed). It was concluded that the guided discovery learning model helped improve students’ responsibility and academic skills.