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Penelitian ini bertujuan untuk memperoleh gambaran tentang penerapanmodel pembelajaran learning cycle 7E berbantuan website pada materikinematika gerak lurus dalam meningkatkan keterampilan berpikir kritissiswa. Penelitian dilakukan dengan menggunakan metode quasi eksperimentdengan desain therandomized pretest–posttest control group design.Populasipenelitian adalah seluruh siswa kelas X MIA (matematikadan ilmupengetahuan alam) pada salah satu SMA di Kota Bandung dengan sampelsebanyak dua kelas yang dipilih dengan metoderandomized samplingclass.Pengumpulan data dilakukan dengan memberikan pretest dan posttestuntuk mengukur peningkatan keterampilan berpikir kritis siswa. Ujihipotesis dilakukan dengan menggunakan uji-t(independent sample t test) pada skor rata-rata gain yang dinormalisasi <g>pada keterampilan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa skor rata-rata gain yang dinormalisasi <g> keterampilan berpikir kritis siswa pada kelas eksperimen sebesar 0,69 dengan kategori sedang sedangkan kelas kontrol sebesar 0,59 dengan kategori sedang. Pada setiap aspek keterampilan berpikir kritis siswa pada kelas eksperimen lebih baik dibandingkan kelas kontrol.sehingga dapat disimpulkan bahwa penerapan model pembelajaran learning cycle 7E berbantuan website secara signifikan dapat lebih meningkatkan keterampilan berpikir kritis siswa daripada penerapan model pembelajaran learning cycle 7E tanpa berbantuan websitepada materi kinematika gerak lurus.

Students' understanding to learn science on the concept of light refraction is experiencing serious problems because of the unobservable of light particles. The research object to be resolved in this study is to improve the concept of light refraction using a photodiode sensor. The problem to be solved in this research is to develop a Simple Kit (SK) Refraction of Light (RoL) using a photodiode sensor for students' understanding of concepts. The research method for making SK RoL using photodiode sensors using ADDIE, which consists of the first stage, analysis by analyzing the needs of SK RoL products using photodiode sensors to be developed. Second, the SK RoL design uses a photodiode sensor. Third, Development is developing SK RoL Using Photodiode Sensors. Implementation of the Fourth RoL Decree Using Photodiode Sensors to see student understanding of 74 students from tertiary institutions in one of the provinces in Indonesia. Fifth, Evaluation by revising the product at each stage of SK RoL development. SK RoL product research results include Green Laser, Photodiode sensor, Angle Arc, Display Module and Displayed Data, Arduino Uno R3 Atmega 328, Medium Container and Programs Using Arduino Software. The characteristics of the SK ROL results show that the SK RoL based on the Photodiode Sensor developed can be used as a physics learning medium because it can visualize the unobservable concept of light refraction and increase students' understanding of the concept of light refraction because of the nature of the particles which are difficult to understand by using a green laser which is passed through a photodiode sensor medium and Arduino can be visualized in a real way. SK RoL can work optimally in a room where the light is not too bright or requires a room that is a bit dark so it is possible to observe the laser beam. SK RoL, as a physics learning medium, can be used to increase students' understanding of the concept of light refraction. The implications of developing SK RoL can be used as a learning medium to attract students' interest in learning, support the learning process, and help make it easier for students to understand abstract physics concepts

This study aims to obtain an overview of improving students' mastery of science concepts through the application of guided inquiry learning models on light and optical materials. The research was conducted using a quasi-experimental method with the nonequivalent control design. The population of this study was all students of class VIII at one MTs in Pekanbaru city with a sample of two classes with a sampling technique in the form of purposive sampling. Data collection was carried out using a test instrument for mastery of science concepts on light and optical materials. Hypothesis testing was carried out using the independent sample t test. The results showed that the increase in students' mastery of science concepts in the experimental class was better than the control class where the normalized gain average score <g> of students in the experimental class was 76.12 in the high category while the control class was 60.01 in the medium category. Based on the hypothesis test, it was concluded that there was a significant difference in students' increasing mastery of science concepts between the experimental class that applied the guided inquiry learning model and the control class that applied the conventional learning model on light and optical materials.

The current teaching materials are still in the form of books, it makes less attractive to readers. This research makes teaching materials packaged in games that invite prospective teachers to carry out Experiencing, Interaction,communication and Reflection activities in plant taxonomy learning. The purpose of this research is to develop MIKiR teaching materials from the “Find Me Save Me” game containing Indonesian plan biodiversity. This research is a development research which is analyzed descriptively. Purposive Sampling Technique, the subject of this research is the prospective science teacher of State Islamic University of Sultan Syarif Kasim Riau, State Islamic Institute of Kudus and Pattimura University which was held in March-May. The <em>“Find Me Save Me”</em> game was developed using the 4D stages in R and D, namely Define, Design, Develop, and disseminate. The game is installed through the application and data retrieval using google forms. This game uses 50 types of rare Indonesian plants which are used as a source of material for the game Find Me Save Me. The results of the research Game find me save me get proper validation and can be used in learning, and effective in introducing rare Indonesian plants, especially for prospective science teachers who are not only experts in science and technology but also love and want to preserve Indonesian plants that are starting to become rare.