Abstrak. Tujuan utama penelitian ini adalah untuk meningkatkan karakter dan hasil belajar mahasiswa yang meliputi: pembelajaran berdasarkan masalah, pembelajaran kooperatif dengan berbagai tipe, dan inquiry training, melalui penyusunan perangkat pembelajaran untuk beberapa komptensi dasar mata kuliah Fisika Umum dengan model-model pembelajaran berbasis karakter. Jenis penelitian adalah penelitian pengembangan. Perangkat pembelajaran yang disusun meliputi (1) silabus, (2) rencana pelaksanaan pembelajaran (RPP), (3) bahan ajar, (4) lembar kerja mahasiswa (LKM), dan (5) pedoman/alat evaluasi. Target khusus yang ingin dicapai adalah (1) peningkatan hasil belajar mahasiswa, dan (2) mengembangkan karakter mahasiswa antara lain sikap jujur, tanggung jawab, disiplin, berlaku hormat, kerjasama, kemampuan berkomunikasi dan kreativitas. Abstract. The main objective of this research is to improve the character and student learning outcomes that include: problem based learning, cooperative learning with a variety of types, and inquiry training, through the development of learning tools for some basic competency courses of General Physics with models based learning character. This type of research is the development of research. The device includes structured learning (1) syllabus, (2) learning implementation plan (RPP), (3) instructional materials, (4) student worksheet (MFI), and (5) guidelines/evaluation tool. Specific targets to be achieved are (1) improvement of student learning outcomes, and (2) developing the character of students, among others, honesty, responsibility, discipline, true respect, teamwork, communication skills and creativity.

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This research objective is to know the influence of learning model based character education to students learning outcome in cognitive domain in general physics I subject and the characters that can be developed. This research used quasi experiment method, the population are all of the students in mathematics education science faculty in State University of Medan that attend the general physics I subject, with sample of two classes. One class is experimental class that treatment by learning model based characters, the other one is control class without learning model based characters. Through this model also developed the character of interpersonal and intrapersonal students. Interpersonal character involve the religious aspect, curiosity, responsibility, thoroughness, perseverance, honesty and confidence and intrapersonal characters involve aspects of cooperation and tolerance. The conclusion is that there is the influence of learning model based characters education to students learning outcomes in cognitive domain, where the cognitive learning outcomes of students that learned by the learning model based character education is higher than that learned without learning model based character education.Keyword: Learning Model, Character, Learning Outcomes PREFACE National education aims to develop skills and character development and civilization of the nation's dignity, develop the potential of students to be perfect man, a man of faith, devoted to God Almighty, noble, healthy, scholar, creative, independent, become citizens of a democratic and characterized. The era of globalization is a fact that cannot be denied. Revolutionary technology, transportation, information and communication makes the world more narrow as limitless. Knowledge and technology become the vanguard that should be prioritized in order to adapt to the era of globalization (Asmani, 2011). Physics subject in school expected to develop knowledge and concepts of physics and technology that can be applied in daily life so that can produce students who are able to compete in the development of science and technology (Astra, et.al. 2012). Beside of that learning physics is expected to produce students who have good character.

Although learning has been implemented online because of the ongoing Covid-19 Pandemic,  it is hoped that it does not eliminate the essence of the implementation of the revised K-13 curriculum, namely the scientific approach to learning process. The implementation of the scientific approach will structure the mind set of students to criticize a problem in their everyday life. This is what is required in the implementation of the revised K-13 curriculum, where critical thinking is a high-level thinking ability that students must familiarize with. HOTS questions are a measurement instrument used to measure higher order thinking skills, namely thinking skills that do not just remember, restate, or refer without processing. The purpose of this study is to: 1) determine the HOTS-based test instrument for high school critical thinking that has been used in the learning process and learning evaluation. 2). Know the level of difficulty and difference in power of the instrument and the effectiveness of the answer keys for high school tests. This research is a descriptive research with qualitative and quantitative approaches to documentation study. The findings in the study indicate that the test instruments used at the high school level have not met the criteria for HOTS high-level thinking. As for the results of the calculation of the difficulty level of the test, 8% of the questions were in the easy category, 46% in the medium category and 46% in the difficult category. For the difference in power category, 42% of the questions were in the bad category, 33% were in the enough category, while 4% were in the good category and 21% of the questions were in the very good category. The limitation of this research is the HOTS category of critical thinking test instruments..