This study aims to analyze the effect of using an E-module with a wetland environment-based PBL model on students' critical thinking skills and environmental care attitudes. This study was a quasi-experimental study with a non-equivalent posttest only control group design. The study population was 150 students, while the sample was selected by random sampling. The number of samples in this study was 64 students who were divided into two classes. The instrument used was a test, namely a question of critical thinking skills in the form of an essay and a non-test in the form of a questionnaire for environmental care attitudes. The collected data were analyzed by using Multivariate Analysis of Variance. The results showed that the significance of the three hypotheses was 0.000, which means less than 0.05 (0,000 <0.05). So, it can be concluded that there is a positive effect of using the E-module with the PBL model on critical thinking skills and environmental care attitudes. The novelty of this study integrates the wetland environment in the learning process using teaching materials in the form of E-modules in the learning process of the topic of acid-base solutions on critical thinking skills and environmental care attitudes of students

<p>Research has been carried out on the development of modules with the Problem Based Learning (PBL) model based on wetland environments on the topic of acid-base solutions. This study aims to determine: the validity, practicality and effectiveness of module development. This study used a research &amp; development design of a 4-D development model that was modified into 3-D, the data collection techniques used a test of student learning outcomes and a questionnaire. The research was conducted at SMAN 3 Banjarmasin with a sample of 10 students of class of XI PMIA 3 for small-scale trials, 24 students of XI PMIA 3 for limited-scale trials, and class of XI PMIA 1 and XI PMIA 2 with total 74 students for testing in a wide scale. Validity can be seen based on the results of the validation, the practicality of the students’ responses, and the effectiveness of the students' learning outcomes. The results showed that the module was considered valid with an average score of 146.4 and a percentage of 91.58% (very valid), practical with a percentage of 82.90% (good), effective with an average N-gain score of 0.84 (high), the average score of N-gain is 0.87 (high) for class of XI PMIA 1 and 0.86 (high) for class of XI PMIA 2. The results of this study indicate that the module with the Problem Based Learning (PBL) model based on the wetland environment on the topic of acid-base solutions is declared valid, practical and effective for use as a learning resource for students.</p><p>  <strong><em></em></strong></p>

This research was conducted on the existence of problems in the form of low creative thinking skills and students' self-efficacy in learning. One way that can be done to solve this problem is by utilizing teaching materials in the form of modules that students can use for independent learning. Therefore, this research was conducted to develop science learning modules to improve the creative thinking skills and self-efficacy of class VIII students of junior high school. This type of research is Educational Design Research (EDR) using the Tessmer development model. The final result of the validation average is 3.49, which is in the very valid category. Therefore, based on the research results, the science learning module has been declared very valid to improve students' creative thinking skills and self-efficacy in learning science

This research was conducted to describe the profile of students’ critical thinking, creativity, and collaboration skills in science learning on environmental pollution material. This research uses a descriptive quantitative research method. The population in this study was all students of class VII, 300 students in total. The sample was taken by using purposive sampling technique with a total of 30 students. The instruments used in this study were a test (multiple choice questions and essays) and a non-test in the form of a questionnaire. The results showed that the critical thinking skill of students is in the low class in average, the creative thinking skill of students is in the low class, and the collaboration skill of students in the low class. The results of this study can be used as material for teacher evaluation, especially science teachers so that they can pay attention to the learning process and facilitate students with the use of appropriate models and strategies and the availability of teaching materials and media that can practice these three skills.

This research is based on the existence of problems in the form of low critical thinking skills and students' self-efficacy in learning. One way that can be done to solve this problem is by utilizing teaching materials in the form of modules that students can use for independent learning. Therefore, this research was conducted to develop science learning modules to improve critical thinking skills and self-efficacy in class VII students of junior high school. This type of research is Educational Design Research (EDR) using the Tessmer development model. The final result of the validation average is 3.67, which is in the very valid category. Therefore, based on the research results, it can be concluded that the science learning module has been declared very valid for increasing students' critical thinking skills and self-efficacy in learning science.