In today's global era, thinking skills are essential to be mastered by students. This research intended to develop and implement PBL-based worksheets integrated with green chemistry and ethnoscience to improve thinking skills, which included generic science skills and critical thinking skills. These skills were observed through learning outcomes, which were divided into three domains, i.e., cognitive, psychomotor, and affective. The cognitive aspect was assessed through pre-and post-test results, the psychomotor domain was valued through an essay test and observational sheets, and the affective domain was evaluated using questionnaires and observational sheets. This research was conducted with XI graders of MAN I Semarang and SMA Pekalongan. There were three rounds implemented; first, preliminary research which has observed the problems in chemistry learning, particularly on the hydrolysis topic and continued to the development of worksheets, then validated. The next round was the implementation of the worksheets. The N-gain test was used to see the influence of the developed worksheets on the increase in critical thinking skills and generic science skills. The critical thinking scored 0.58 (moderate), while the generic science, which covered scale awareness and logical inference, scored 0.63 (moderate) and 0.73 (high), respectively. A paired t-test results revealed that there was a remarkable increase in the logical inference and awareness of scale. Moreover, the results of the study found that the applied worksheets were practical for cognitive, affective, psychomotor seen from the learning outcomes.

This study held to improve determine the differences in student achievement in drill methods and conventional learning, to determine learning achievement which one is better among students who have prior knowledge of high, medium, and low, to determine whether there is an interaction between learning methods and prior knowledge on learning achievement. This study was a quasi-experimental research with the population and a sample of 40 students. The sampling technique with saturated sampling. The validity of the items with product moment and reliability with KR-20. Hypothesis testing technique with two way analysis of variance. The results of this study are: learning with drill method is more effective than the conventional learning (FA>Ftable); student achievement with high study prior knowledge better than students with moderate and low prior knowledge (FB>Ftable); there is no interaction between teaching methods and students' prior knowledge for learning achievement (FAB<Ftabel). Thus, from the results of this study are learning mathematics by using the drill method can be used to improve student achievement.