This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability of  0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

Penelitian pengembangan ini bertujuan untuk meningkatkan 6C for HOTS mahasiswa melalui pengembangan model Blended Learning berbasis Flipped Learning. Adapun 6C yang dimaksud adalah critical thinking, creative skill, communication skill, collaborative skill, computation skill dan compassion. Untuk proporsi model Blended Learning berbasis Flipped Learning dilakukan sebesar 10% tatap muka dan 90% melalui daring. Metode dalam penelitian menggunakan metode ADDIE. Langkah langkah ADDIE adalah analisis (analyze), perancangan (design), pengembangan (development), implementasi (implementation), dan evaluasi (evaluation). Berdasarkan hasil perhitungan dan pembahasan dapat disimpulkan bahwa model pembelajaran Blended Learning berbasis Flipped Learning sangat efektif dalam meningkatkan 6C for HOTS mahasiswa. Hal ini dapat dilihat dari hasil pehitungan keterampilan berpikir kritis (critical thinking) mahasiswa dari rerata 36,67 menjadi 88,28. Pada keterampilan berpikir kreatif (creative skill) terjadi peningkatan dari rerata 60,77 mrnjadi 87,18. Pada ketermapilan communication skill jugaterdapat peningkatan rerata dari 31,28 menjadi 67,69. Namun karena hasil rerata belum maksimal, diadakan siklus kedua pada keterampilan ini dan menghasilkan rerata 87,38. Pada keterampilan collaborative skill, terjadi peningkatan dari 50,51 menjadi 87,54. Pada keterampilan komputasi (computational skill) terdapat peningkatan rerata yang awal rerata 25,90 menjadi 68,21. Namun karena belum maksimal diadakan siklus kedua dan meningkat menjadi 90,64. Pada keterampilan compassion, terjadi peningkatan dai 36,28 menjadi 87,56

This study aims to describe the influence of the 21st Century learning model 4Cs in improving the students’ question making skill in PGSD FKIP UMSU. In addition this study also aims to determine the increase the students’ question making skillfor high thinking question by 21st century model 4Cs in groups and personal. The population were all students of PGSD FKIP UMSU in the first semester of 2019/2020, 302 people. Sampling taken by cluster random sampling class it was obtained samples in the control class amount 43 students and the 44 people in experiment class. The results of this study indicate that the significance obtained from the control class and experimental post test is 0,000, p <0.05, which indicates that there is a significant influence on the control class posttest with the experimental class. In the control class the average obtained was 70.47 while in the experimental class the average obtained was 86.64. This shows that the application of 21st Century learning 4Cs in groups is better than personal.

The study aims to answer the learning challenges on the 21st century. Teachers are required to improve their abilities, especially in managing student-oriented learning. Teacher creativity is the basis for designing meaningful learning. Participants of this activity were teachers of SD Muhammadiyah 29 Sei Mencirim and SD Muhammadiyah 38 Medan Krio. The target of this activity is that teachers are able to design active learning scenarios that can be applied in class. The methods for implementing this activity are: 1) Initial meeting with school principals, 2) Training activities, 3) Evaluation, and 4) Follow-up plans. Based on the results of the activity, the teachers have been able to design active learning scenarios and 21st century skills. The implementer hopes that participants will familiarize themselves with implementing the results of activities in supporting the learning being carried out and can pass them on to other teachers.

Facial expression teaching has been replaced by virtual due to the coronavirus (COVID-19) epidemic. The government's policy of homeschooling has led to the practice of virtual learning. Teachers' low readiness in planning, designing, and developing has shaped learners' perceptions of virtual education. This study explores how students perceive online education as a result of attending classes at home during the COVID-19 epidemic. There are 57 students involved in this case study, which uses a qualitative approach. Data was gathered using online surveys and semi-structured interviews. Thematic analysis in NVIVO 12 Plus was used for data analysis. This research reveals that teachers, students, learning resources, instruction, and technology have all impacted how students perceive online learning. As a consequence, teachers must improve their abilities. This research is meaningful in developing teaching and learning in the study program. Keywords: Students perception, online learning, COVID-19, SFH, NVIVO 12.