The purpose of this study was to determine the need for teaching materials in the form of physics e-module based on Hybrid-PBL model in schools. This research applied a descriptive method. Data were collected using a needs analysis questionnaire with 14 respondents of physics teachers spread across several regions in Indonesia and 36 respondents of class XI students in SMA Negeri 2 Sragen. Based on the results of the questionnaire, the teachers indeed need teaching materials in the form of e-module and all teachers also agree that the Hybrid-PBL model can be applied in physics learning. Students are also interested in learning physics using teaching materials that can display images, videos, animations, and simulations as well as learning by involving problems in the surrounding environment. So it can be concluded that teachers and students need a physics e-module based on Hybrid-PBL model.

Problem in this research is students’ critical thinking and problem solving skills on learning physics still in low category. The aim of this research is to determine the effect of applying SSCS and PQ4R models, the effect of critical thinking and problem solving skills and their interactions on student learning outcomes. The research used an experimental method and a scientific approach with the research population of all students of class XI IPA SMAN 1 Karanganyar in the 2021/2022. The research sample was determined by cluster random sampling. The experimental class 1 is class XI IPA3 with SSCS model, while experimental class 2 is class XI IPA4 with PQ4R model. The data collection technique used the test method for student learning outcomes data while the questionnaire method for data on students' critical thinking skills and problem solving skills. The data analysis technique used the Anova test. The results concluded that (1) there is a difference in learning outcomes between students who apply SSCS and PQ4R models, learning outcomes where high critical thinking and problem solving student have better outcome than the low one, (2) there is an interaction between learning models, critical thinking and problem solving skills on student learning outcomes.