This study aimed to compare the past misconception problems in photosynthesis and respiration topics with the present cases in Indonesia. This descriptive study was undertaken to mainly describe the misconception on science learning from the past to the present times. Misconception test was used as the research instrument that was given to Indonesian students from four provinces namely East Java, South Sulawesi, South Sumatra, and Middle Kalimantan. This study used an experiment conducted in 1996, of which they were further compared with the present literatures about misconception in photosynthesis and respiration, including the data of pre-service teacher class obtained from 2010 to 2017. Results found that there was a similar misconception from 1996 to 2017 about photosynthesis and respiration. There was an indication that misconception in photosynthesis and respiration was not solved properly. This study suggested that the results could be used as an awareness for teachers in accordance with numbers of misconceptions in photosynthesis and respiration that have existed since long ago. Some actions were needed to overcome the misconceptions. One of the effort is by increasing students scientific reasoning skills. By increasing of students’ scientific reasoning skills, students will be able to interpret the information they got and using some evidence that related to evaluated the information truth. But the further research is needed to develop learning devices to train students’ scientific reasoning skills.

This study aimed to describe the effectiveness of guided inquiry based learning to train critical thinking skills on ecosystem topic in the high school level. The trial test in this study involved 10 th graders of SMA Negeri 1 Sumenep in the second semester of academic year 2017/2018 by implementing the modified guided inquiry based learning devices. The research design was that used in this study was One-Group Pretest-Posttest Design. Data of students' critical thinking skills were obtained from students' answers to the six critical thinking skills instruments. The results obtained from this study is in the form of critical thinking skills data of students viewed from the gain score and students' mastery learning outcomes. The gain score obtained by the students has an average of 0.74 which categorized as high. Moreover, the percentages of students' mastery learning data showed that 100% of students succeeded after being given the treatment. Based on these data, it can be concluded that guided inquiry based learning enables students to practice their critical thinking skills on ecosystem topic.

This study aimed to describe the effect of science process skills-based learning in facilitating the achievement of student learning outcomes in the topic of carbohydrate metabolism. The research design used was pre-experimental one group pretest-posttest design. Trials were conducted on 30 students of SMAN 1 Tarik, Sidoarjo. The results of this study consists of 3 components, which includes the results of academic learning both product (material / concept) on LP1, process (integrated and basic science process skills) on LP2-01 and LP2-02 as measured by written test, as well as attitudes on the observation sheet. The result of the research showed that the science process-oriented learning process can improve the students' understanding based on the result of the preliminary and final test which has increased the proportion of the correct answer both on the test in the product LP and the result of the affective level of the students character and social skill was very high. Based on the results of this study, it can be concluded that the science process skills can be used to facilitate the achievement of students' learning outcomes in the topic of carbohydrate metabolism.

One of the central problems of education in Indonesia was the achievement of student learning outcomes that were still needed to be enhanced. It was accordance with the results of preliminary research on the science learning outcome of student in SMPN (State Junior High School) 1 Blega, Indonesia. It was likely due to low process skills. In this study, guided discovery learning model was implemented to investigated the effectiveness of guided discovery learning on students science process skills and students learning outcomes. This study was implemented One Group Pretest-Postest design. The data was analyzed descriptively and the result showed that the persentage of student's mastery learning of science process skill was 100% and student's cognitive learning result was 93%, with increasing in both scores of 71%. The most dominant student activity was science process skill activities (20,07%), supported also by positive student's responses to learning process. This study was proved that guided discovery learning was effective to enhance students science process skills and student learning outcomes.