Telah dilakukan penelitian untuk mengetahui peningkatan kemampuan berpikir kritis peserta didik pada materi termokimia dalam  penerapan strategi pembelajaran Process Oriented Guided Inquiry Learning (POGIL) di kelas XI MIA SMA Negeri 8 Pekanbaru. Penelitian ini menggunakan rancangan penelitian One Group Pretest Posttest Design yang dilakukan di SMA Negeri 8 Pekanbaru Tahun ajaran 2017/2018. Objek penelitian ini adalah  kelas XI MIA 1 yang terdiri dari 32 peserta didik. Pengumpulan data peserta didik menggunakan teknik tes berupa pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis peserta didik ditunjukkan dengan peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang dianalisis dengan cara menghitung skor persentase berpikir kritis. Hasil penelitian menunjukkan bahwa adanya peningkatan kemampuan berpikir kritis peserta didik. Peserta didik mengalami peningkatan dari kategori berpikir kritis sangat rendah menjadi kategori sangat tinggi sebesar 15,625 %, peningkatan dari kategori rendah menjadi kategori sangat tinggi sebesar 40,625 %, peningkatan dari kategori rata-rata menjadi kategori sangat tinggi sebesar 9,375 %, peningkatan dari kategori berpikir kritis sangat rendah menjadi kategori tinggi sebesar 12,5 %, dan peningkatan dari kategori berpikir kritis rendah menjadi kategori tinggi sebesar 21,875 %. Berdasarkan analisis data dapat disimpulkan bahwa penerapan strategi pembelajaran Process Oriented Guided Inquiry Learning (POGIL) dapat meningkatkan kemampuan berpikir kritis peserta didik pada materi termokimia di SMA Negeri 8 Pekanbaru.   Kata kunci Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL), Berpikir Kritis, Termokimia

This study aims to develop e-module based on Problem Based Learning (PBL) on hydrocarbon materials using the Kvisoft Flipbook Maker application. This research is a development research with 4-D development model. The data obtained came from 6 validators (3 material experts and 3 media experts), 4 chemistry teachers and 12 students from four high schools namely SMA Negeri 8 Pekanbaru, SMA Negeri 5 Pekanbaru, SMA Negeri 3 Pekanbaru and SMA IT Al-Fityah Pekanbaru. Data collection techniques used in the form of documentation and questionnaires. The data analysis technique is by calculating the percentage score of the validation assessment and user responses. The results showed that the e-module developed fulfilled very valid criteria with a percentage of 85.39% by material experts and 97.02% by media experts. The results of the chemistry teacher and student response test showed that the e-module developed fulfilled very practical criteria with a percentage of 92.60% by chemistry teachers and 89.60% by students

The purpose of the study was to develop and validate the assessment instruments utilized to measure students’ analytical thinking ability and chemical literacy on colligative properties. This study was research and development (R&D) implementing the ADDIE model. However, this study was limited to the validation of products. The assessment instrument was developed based on indicators of analytical thinking ability and chemical literacy and contained 15 items of questions as the result. Based on the validation result conducted by 3 validators, it was found that the average score of validation was 94% for the material; 91% for the language, and 91% for the construction. Moreover, the validation of the assessment of analytical thinking ability and chemical literacy was 93.33%. Thus, this assessment instrument was valid and feasible to be used in order to measure the students’ analytical thinking ability and chemical literacy on the colligative properties.

This research was conducted to investigate the effectiveness of BIOMIND portal in enhancing students' 21st century skills and overcoming their misconceptions in Biology subject. 118 Indonesian high school students were involved in this quasi-experimental study. The experimental group underwent learning experiences using BIOMIND portal whereas the control group experienced conventional learning approaches. The effectiveness of the BIOMIND portal was measured based on the students' 21st century skills development and their level of misconceptions. There were significant differences in the 21st century skills development found between the experimental group and the control group. In addition, this research has found that the BIOMIND portal could overcome misconceptions among students due to the trainings given during interventions. This study concluded that teaching and learning using BIOMIND portal has brought positive impacts especially in developing the 21st century skills and overcoming students' misconceptions in Biology subject.

E-module reaction rate based guided inquiry has been developed using the Kvisoft flipbook maker. The e-module is developed using the Plomp development model which consists of three phases namely, the initial investigation phase, the prototype making phase, and the assessment phase. The results of the material validation obtained an average percentage for the content aspects, presentation aspects, language aspects, and graphics aspects are 87.46%, 86.63%, 95.80%, and 81.5% with a very valid category. While the result of media validation obtained an average percentage for the cover design aspect, the content design aspect and the display aspect are 100%, 97.80%, and 85.6% with a very valid category. The result of t h e u s e r response test obtained average percentages are 88.34% and 86.25% with a very good category. Based on the result of the validation and user response test can be concluded that the e-module reaction rate based guided inquiry is feasible to be used in the chemistry learning process as independent teaching material.