Technology-based learning media is the recommended media in the 2013 curriculum. The used facilitates students to learn to find, solve problems and be able to draw their own conclusions. Media is expected to facilitate students to think critically, act creatively and productively, and collaboratively. This research is an ex post facto study which aims to identify and analyze the use of instructional media by vocational school history educators. The research sample was 3 educators and 30 vocational school students in Banyuwangi district. The data collection technique in this research used a questionnaire. The analysis of questionnaires from educators showed that 66.7% of educators used power point media and 33.3% used student worksheets. The results of previous research related to the critical thinking skills of students who were taught using power points learning media and worksheets found that (1) 53.3% of students were able to ask a question and were able to formulate problems; (2) 56% of students were able to come up with new ideas; 3) 76.7% of students were able to collect and assess information; (4) 63.3% of students were able to draw conclusions and provide solutions; (5) 46.7% of students think openly to the existing possibilities; (6) 63.3% of students were able to distinguish facts and opinions; (7) 76.7% of students were able to provide solutions to a problem. The results of this research will be considered for further research on the effect of Edmodo media and schoology on critical thinking skills

Examination question design is an important factor that could improve education, which could help teachers to analyze student understandings. Designing question should consider difficulty level, which commonly classified into three types: easy, medium, difficult. Predicting the difficulty level of questions is very important to help teachers form questions and know the level of student ability. In this study, we tackle question difficulty level identification as a classification problem. We use a dataset of Indonesian and mathematic question from elementary and junior or school exercise questions set and employ several machine learning methods on classification. We use Random Forest, Logistic Regression, SVM, Gaussian, and Dense NN on the experiment, with embeddings, lexical, and syntactic feature. The evaluation result shows that the best method on identifying question difficult level on Indonesian subject is Random Forest with 83% accuracy, while on mathematic subject the best method is Random Forest with 83% accuracy. Result analysis shows that embedding feature affect the model accuracy.

This research aims to know the The Analysis of Active Learning and Critical Thinking to the Students Participation in English Debate Community.  The research methodology of this research is descriptive qualitative. The techniques of collecting data are speaking test used technique debate and interview test used google forms.  The result of this research found that active learning and critical thinking have a connection to debate skills. They are related each other. The active learning may improve critical thinking ability, while debate skills can be improved by having a good critical thinking.