The importance of critical thinking skills for students in the study of chemistry, it is necessary to appropriate learning models that can involve students directly in making students active learning and improve students' critical thinking skills. One model that can be applied is discovery learning model learning. The purpose of this study was to determine the increase in critical thinking skills of students learning through discovery learning. This study was an experimental study design with nonequivalent pretest-Posttes Control Group Design. The subjects of the study involves two classes of experimental class and control class. Data collection instruments in the form of test critical thinking skills in the form of matter description. Statistical testing using independent sample t-test were previously tested for normality, homogeneity test at the 0.05 significance level. The results showed no difference in the increase in critical thinking skills in each of the indicators of critical thinking skills.Keywords: Discovery learning, critical thinking skills

Kata Kunci AbstrakPBM setting TGT, PBM setting GI, Keterampilan berpikir kritis, Hasil belajar kimia Penelitian ini bertujuan untuk mendeskripsikan perbedaan keterampilan berpikir kritis dan hasil belajar kimia antara peserta didik yang mengikuti model pembelajaran berbasis masalah (PBM) dalam setting pembelajaran kooperatif tipe TGT dan GI pada materi laju reaksi. Jenis penelitian ini adalah quasi eksperimen dengan desain penelitian Non equivalent pretest-postest control group design dengan sampel penelitian adalah kelas XI IPA 1 dan XI IPA 2 yang ditentukan dengan teknik random selection berdasarkan kesamaan mean nilai ulangan harian I. Peningkatan hasil belajar peserta didik pada kelas PBM setting GI lebih tinggi dibandingkan kelas PBM setting TGT yang dibuktikan dengan rata-rata N-Gain hasil belajar pada kelas PBM setting GI sebesar 0,43 dan rata-rata N-Gain hasil belajar pada kelas PBM setting TGT sebesar 0,32. Perbedaan tersebut juga dibuktikan dengan hasil uji hipotesis yang menunjukkan nilai signifikansi sebesar 0,002 (p<0,05). Sedangkan peningkatan keterampilan berpikir kritis diketahui bahwa peserta didik pada kelas PBM setting TGT lebih tinggi dibandingkan dengan PBM setting GI yang dibuktikan dengan selisih nilai keterampilan berpikir kritis setelah proses pembelajaran (postest) dan sebelum proses pembelajaran (pretest) pada kelas PBM setting TGT dan PBM setting GI berturut-turut adalah 19,93 dan 14,42. Sedangkan berdasarkan uji perbedaan keterampilan berpikir kritis, diketahui bahwa terdapat perbedaan keterampilan berpikir kritis antara kelas PBM setting TGT dan PBM setting GI yang dibuktikan dengan nilai signifikansi sebesar 0,018 (p<0,05).

Mining activities that are not managed properly can have negative impacts on the environment. Schools in the mining area must get more environmental education than schools in general. This is in order to grow the sense of environmental awareness for junior high school students in the mining area to be able to preserve the environment. This study aimed to develop subject specific pedagogy in science subjects for junior high school students residing in the mine area. The research method used refers to the research development procedure. The research instrument used was a validation sheet to determine the feasibility of the product developed. subject specific pedagogy that have been developed for junior high school students include learning implementation plans, student worksheets, and environmental awareness character evaluation instruments. Based on the results of the validation of education experts, curriculum experts, material experts, and instructional media experts it was found that the - subjects specific pedagogy developed is feasible to use. Based on expert opinion that the product developed can build the character of environmental awareness.

The purpose of this study was to develop a formaldehyde test practicum instructions using natural indicators for the first high school students. This research method refers to the development procedure developed by Borg and Galls. The trial of 104 leaf and flower crown samples which were estimated to have potential as a natural indicator for formalin testing was carried out. Only 3 natural indicators can be used for drops and filter paper, namely flower: ribosa ruellia, hibiscus rosa-sinensis L and balsamina Impatiens L purpel. Based on the results of the expert assessment and the teacher showed that the practicum instructions were suitable for use by junior high school students to test formalin.

This article aims to describe the competencies needed in the 21 st century, especially in facing new challenges in education amid the Covid-19 pandemic, both by teacher and students, and also to describe how the strategies so that teachers in Indonesia are literate towards the development of information and communication technology (ICT). Competencies needed by students in the 21 st century are critical thinking,