Thinking ability is one of the skills that must be had by all people in facing the demands of the 21st century, namely critical thinking skills. This skill can be achieved by delivering the material more clear and objective. Thus, the purpose of this study is to know the effect of implementing blended PjBL integrated 21st century skills on students’ critical thinking skills. The sample of this study amounted to 39 students in the fifth semester of Biology Education at IAIN Palangka Raya with a non-equivalent control group design. The accumulation data of critical thinking skills was obtained by giving 20 items in the critical thinking domain in the form of pretest and posttest questions. The implementation of blended PjBL integrated 21st century skills is quite effective in the high-level class experimental class group, with the acquisition of N-gain = 56.75. This is reinforced by the results of hypothesis testing with the value of Sig. (2-tailed) = 0.000 0.05. It can be concluded that the implementation of blended PjBL integrated 21st century skills has a significant effect on students' critical thinking skills. The findings of this study is an alternative integrative model innovation between blended PjBL and 21st century skills-based on student skill level

Penelitian ini bertujuan untuk mendeskripsikan (1) latar belakang pendidikan guru IPA; (2) pemahaman proses pembelajaran sains dalam pelaksanaan Kurikulum 2013 (manajemen kelas, tujuan, perencanaan, pelaksanaan, prosedur, media, pengukuran dan evaluasi) guru IPA; dan (3) kendala guru IPA dalam pelaksanaan pembelajaran yang sesuai Kurikulum 2013. Pendekatan yang digunakan adalah kualitatif dengan desain studi kasus. Subjek penelitian ini adalah guru IPA SMP di Kalimantan Tengah. Teknik analisis data yang digunakan adalah teknik analisis Miles dan Huberman. Hasil penelitian menunjukkan (1) latar belakang guru IPA tidak berlatarbelakang pendidikan IPA Terpadu, tetapi latar belakang ilmu alam yang dispesifikasikan; (2) pencapaian indikator proses pembelajaran (84%), pengembangan dan pengorganisasian materi, media pembelajaran, dan sumber belajar (76%), perencanaan kegiatan pembelajaran (77%), melakukan kegiatan pembelajaran (79%), mengelola interaksi ruang kelas (81%), bersikap terbuka dan fleksibel dan membantu mengembangkan sikap positif siswa terhadap pembelajaran (78%), mengevaluasi proses dan hasil belajar (81%); (3) Guru dari satu bidang keahlian sains (misalnya Biologi, Fisika, dan Kimia) perlu meringkas saat mengajar subjek yang bukan keahlian mereka.

Critical thingking skills are high level thingking habits that will give rise to intelligent characters so that they can face various problems. Learning that is often directed at memorization and remembering results in students’ critical thingking skills being difficult to develop. This research aims to improve students’ critical thingking skills after the implementation the project based learning model integrated practicum. The type of research used is quasi experimental using a non-equivalent control group design. Data collection techniques obtained from test questions and observation sheets. The data analysis techniques used are the statistical of the t test and the N-gain test. The results showed that the implementation of the project based learning integrated practicum model was effective in the high level class group in the experimental class with an N-gain score (%) of 70,35. This is supported by the results of the paired sample t test with a significant value 0. The effect of the implementation of the project based learning integrated practicum model on students critical thingking skills based on the independent t test, namely in the experimental class got a result of 74,5 and in the control class got a result of 61,84. It can be concluded that the implementation of the project based learning integrated practicum model affects students’ critical thingking skills. Finding that became main target in this research was learning model which integrated with pratical work activity that able to improve critical thingking skill

Pembelajaran fisika merupakan pembelajaran mengenai  gejala-gejala alam dan berusaha menemukan hubungan antara kenyataan di alam. Perlu adanya model dan metode yang dapat membantu menerangkan gejala alam tersebut dalam proses pembelajaran fisika. Salah satu model yang diharapkan cocok dengan karakteristik pembelajaran fisika yaitu model discovery learning berbasis edutainment. Penelitian ini bertujuan: (1) untuk mendeskripsikan kelebihan dan kekurangan dari model discovery learning berbasis  edutainment; dan (2) untuk mendeskripsikan penerapani model discovery learning berbasis edutainment dalam pembelajaran fisika. Metode pengumpulan data pada penelitian ini adalah studi literatur dan kajian pustaka, data penelitian ini menggunakan jenis data sekunder, kemudian data yang diperoleh tersebut diolah dengan analisis isi. Hasil penelitian menunjukkan bahwa: (1) Model discovery learning berbasis edutainment dapat menjadikan peserta didik aktif dalam kegiatan belajar dan menyenangkan. Namun, memerlukan waktu yang cukup lama dalam pembelajarannya dan kurang efektif digunakan dalam kelas besar; dan (2) Pada pembelajaran fisika, model discovery learning berbasis edutainment digunakan untuk memahami materi yang cukup sulit dengan cara yang menyenangkan.Physics learning is learning about natural phenomena and trying to find the relationship between reality in nature. It is necessary to have models and methods to explain these natural phenomena in the physics learning process. One model that is expected to match physics learning characteristics is the discovery learning model based on edutainment. This study aims: (1) To describe the advantages and disadvantages of the discovery learning model based on edutainment models; (2) To describe the application of the discovery learning model based on edutainment models in physics learning. The data collection method in this research is a literature study and literature review. This research data use secondary data, then the data obtained is processed by content analysis. The results showed that: (1) Discovery learning model based on edutainment could make students active in learning activities because it is fun; however, the learning process requires a long time and is less effective when used in a class with a large number of students; and (2) In physics learning, the discovery learning model based on edutainment is used to understand difficult material in a fun way.