Science process skills (SPS) are essential to assist the learning of senior high school students according to the 2013 curriculum, which prioritizes a scientific approach. The learning method that supports SPS is experiment methods. Nevertheless, learning with experimental methods is still rarely applied in schools, especially in the sound intensity level concept. The reason is the limited number and variant of experiment tool kits to support learning in schools. This study aims to develop a sound variable intensity level sound tool kit based on development procedures proposed by Jan van de Akker (2006). Sound variable intensity level kit was developed based on tool kit, which was developed before by Fikri Habibi. Sound variable intensity level experiment kit was evaluated by several learning media and learning material experts before being tested on high school students in several stages, including the one-on-one evaluation stages, small group evaluations, and field tests. The researcher revised the sound variable intensity level kit based on suggestions from the experts and the students. After being revised, the sound variable intensity level kit was tested on summative evaluation. Based on the results of summative evaluations, the sound variable intensity level kit becomes a successful, practical, and effective learning support tool kit for improving the science process skills of the student in the concept of sound intensity level.

Current learning aims to improve students' skills to face 21st-century life. Creative thinking skills include 21st-century skills in innovation and technological development. This study aims to determine the improvement of students' creative thinking skills in the pandemic era using inquiry-based learning. This study uses a mixed method with an embedded design. The creative thinking skills test instrument is in the form of 14 open-ended questions developed based on the Scientific Creativity Structure Model compiled by Weiping Hu and Philip Adey. The analysis data using paired t-test. The results of statistical tests using paired t-tests showed a significant value of 0.000. Based on the decision-making criteria, if the significance value is less than 0.005, then Ho is rejected. The result can be interpreted as a significant difference between the pre-and post-test results. In addition, the increase in pretest-posttest scores was tested using n-gain and obtained a score of 0.55 in the medium category. Therefore, implementing levels of inquiry with blended learning on the light wave concept can improve the creative thinking skills in the medium category.

This research aims to develop high school physics teaching materials in the form of comics. This research method is a research and development (R&D) method. The steps in this method are Analysis-Design-Development-Implementation-Evaluation (ADDIE). A validation test was carried out using a questionnaire to obtain valid Physics Comics (PHYCOM) teaching materials. This feasibility test was carried out by three validators consisting of 1 high school physics teacher, two lecturers, and six 10th-grade high school students. Comics are said to be valid and feasible to use because they meet the validity percentage at a value of 61% - 100% (valid criteria and very valid). Based on the results of the feasibility test of the three validators, it was found that PHYCOM's teaching materials were very valid and feasible to use, with a percentage of 87.50%. The validation results from six students showed that PHYCOM was a very valid teaching material with a validity percentage of 91.18%. The results of this validation indicate that PHYCOM is valid and suitable to be used as teaching materials for 10th high school students. The advantage of PHYCOM teaching materials is that they are communicative and contain illustrative images so that they are easy to visualize. In addition, PHYCOM teaching materials can be used by students as independent study materials.

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Karya tulis ini dibuat dengan mengkaji ketercapaian target pembangunan milenium 2015 atau Millenium Development Goals 2015 (MDGs 2015). Pembahasan selanjutnya hanya dikhususkan pada tiga target yaitu target mendorong kesetaraan gender dan pemberdayaan perempuan, menurunkan angka kematian anak, serta meningkatkan kesehatan ibu. Karya tulis ini mengacu pada dua sumber utama yaitu laporan pencapaian tujuan pembangunan milenium di Indonesia 2014 dan pembangunan kesetaraan gender background study RPJMN III (2015-2019). Target mendorong kesetaraan gender dan pemberdayaan perempuan dalam bidang pendidikan, ketenagakerjaan, dan politik secara keseluruhan tercapai. Berdasarkan survei tahun 2014, empat indikator kesetaraan gender bidang pendidikan telah melampaui target MDGs 2015 yang seharusnya yaitu 100% (tidak ada ketimpangan pendidikan antara perempuan dan laki-laki). Hal tersebut mengindikasikan bahwa tujuan yang dilakukan menyebabkan ketimpangan pendidikan antara perempuan dan laki-laki dimana perempuan berada pada posisi yang lebih baik namun ketimpangan tersebut tidak terlalu besar. Ketercapaian yang luar biasa ini tidak diiringi ketercapaian target menurunkan angka kematian anak dan meningkatkan kesehatan ibu. Laporan terakhir mengenai indikator angka kematian anak (tahun 2012) masih berstatus akan tercapai’ dan ‘perlu perhatian khusus’. Hal tersebut juga terjadi pada target meningkatkan kesehatan ibu. Hal ini menunjukkan bahwa angka kematian anak dan kesehatan ibu tidak banyak dipengaruhi oleh kesetaraan gender dan pemberdayaan perempuan.