Many students struggle to understand chemistry because it is abstract, conceptual, and involves numerous mathematical operations. Collaboration skills are needed for students to develop collaborative and critical thinking as part of 21st century life skills. This study aims to develop an interactive e-workbook based on PLTL (Peer-Led Team Learning) that meets the criteria of being valid, practical, and effective against collaboration and critical thinking skills. This research is an ADDIE-based development research with analysis, design, development, implementation, and evaluation stages. Limited trials were conducted on students in basic chemistry classes. The validation results show that e-workbook is valid, practical, and effective. The results of limited trial showed that collaboration skills improved in the good category with average score is 75%, and critical thinking skills improved in the medium category with average score is 0.33. It shows that the interactive e-workbook based on the PLTL model can improve collaboration and critical thinking skills and can be used to solve problems in group discussions with the help of an expert leader.

Universitas Sembilanbelas November Kolaka merupakan Perguruan Tinggi Negeri yang berada di Wilayah Kabupaten  Kolaka Provinsi Sulawesi tenggara, sebagai  Perguruan Tinggi negeri pertama di Kolaka yang berdiri sebagai kampus Negeri pada tahun 2015, sedangkan program studi pendidikan kimia berdiri mulai tahun 2017.  Tantangan  bagi civitas akademika adalah  program studi pendidikan kimia belum dikenal oleh masyarakat di wilayah kolaka, akses informasi lewat sosial media yang terbatas mempengaruhi animo masyarakat untuk mendaftar pada penerimaan mahasiswa baru dalam 2 tahun terakhir. Strategi sharing introduction  dilakukan  melalui  sosialisasi  dengan metode klasikal. sasarannya adalah  siswa kelas XII  yang  akan  tamat pada tahun pelajaran 2021/2022.  Sosialisasi dilakukan melalui  metode  pendekatan case study dan  pelibatan HMPS untuk sosialisasi melalui media sosial.

Understanding the concept is an ability that has an important role in the learning process so that students' conceptual understanding can be developed which is considered capable of representing abstract chemical concepts. This study aims to determine the influence and responses of students related to the application of the PLTL (peer led team learning) model on the ability to understand concepts in the nomenclature material for class X SMAN 1 Latambaga compounds. In this study, descriptive tests, questionnaires, and observation sheets were used as instruments in this study. The type intended in this study is Quasi Experimental Design by way of Posttest-Only Design. A total of 35 students were used in the class with the peer led team learning (PLTL) treatment applied in this case the experimental class (X MIPA 1), and 35 students were used in the class without treatment in this case the control class (X MIPA 2). The research results were obtained through the experimental class with an average value of 44.51. However, the control class produced an average of 26.11. To test the hypothesis using the IBM SPSS Statistics 26 it is significant with a value of 0.000 <0.05 meaning that H0 is rejected and H1 is accepted. So that it can be concluded that there is an influence of the PLTL (peer led team learning) model on the ability to understand concepts in nomenclature material for class X SMAN 1 Latambaga.

Students must own motivation as a driver of the learning process in order to improve their learning outcomes. This study aims to compare students’ motivation and learning outcomes using the GI and STAD models. The study adopted a quasi-experimental study with a nonequivalent control group design. Given that the research population was 40 students who took education management courses, the sampling technique used was saturated sampling where all populations were used as research samples. Class A (GI model) and B (STAD model) each amounted to 20. This study used a questionnaire instrument to measure learning motivation and a description test to measure learning outcomes. Prior to the usage of the test, a trial was conducted to determine its validity and reliability. The results of the descriptive analysis obtained almost the same mean, STAD (3.27) and GI (3.01) learning motivations had a difference of 0.26, while the mean STAD (82.75) and GI (80.15) learning outcomes had a difference of 2.60. The prerequisite test, which shows motivation data and learning outcomes, are normally distributed and homogeneous. Testing the hypothesis with the Paired Sample T-Test revealed a small difference in student motivation and learning outcomes in the application of the GI and STAD models. In conclusion, it can be surmised that STAD and GI models can improve student motivation and learning outcomes. Therefore, STAD and GI models can be used in learning, especially in education management courses.