This article focuses on analyzing the effectiveness of applying Game Based Learning on Logic Gate Material to student learning outcomes. This type of research is quantitative descriptive. This study uses a one group pretest and posttest design. This study uses a one group pretest and posttest design. The treatment given in this research is the application of game based learning. Game based learning using the game “Circuit Scramble.apk. This research was conducted at the Physics Education Study Program at Lambung Mangkurat University. The research subjects are Physics education students taking digital electronics courses in 2019. Data is collected using pre-test and post-test about logic gate. Pre-test and post-test data were tested for normality then N-gain test. N-gain test results obtained a value of 0.703. Therefore, it can be concluded that the effectiveness of the application of game based learning is in the high category. Thus, Game based learning on effective logic gate material is applied to improve student learning outcomes.

This study aims to describe the effectiveness of static fluid module based on local wisdom in the wetlands environment. This study is a research and development study and uses the 4D model modified. The effectiveness of the module is measured using a learning outcome test. The subjects of this study were sixty grade XI students from two public high schools in Banjarmasin city. The result of the analysis showed that the effectiveness of teaching materials have a medium category. The result indicates that the static fluid module based on local wisdom in the wetland environment is effective so that they can be used in the learning process in the classroom, at the high school level.

The research aims to analyze students' critical thinking skills (CTS). This type of research is descriptive qualitative. The research subjects consisted of 31 students of Class XI MIPA in one of the high schools in the city of Banjarmasin. The instrument is in the form of 6 CTS test items that measure 2 sub-indicators, namely drawing conclusions from the results of investigating and evaluating (formulating alternative solutions). Descriptive data analysis by describing CTS on the two sub-indicators. The results showed that the CTS of students at this time were still in the low category, which was marked from the percentage of 2 CTS sub-indicators namely drawing conclusions from the results of investigating and evaluating (formulating alternative solutions) which was still low under 10%. Further research needs to be done on CTS which is allegedly capable of being trained through an inquiry model based worksheets.

This article focuses to describe the effectiveness of blended learning in digital electronics courses. This research is descriptive analysis research. The subjects of this study were 48 students of physics education FKIP Lambung Mangkurat University. The effectiveness of the implementation of blended learning is viewed from the results of student cognitive learning, using learning outcomes tests. Data were analyzed in the following ways, (1) analyzing descriptively from the average results of the learning outcomes test, (2) analyzing by using paired t-test to describe the significance of differences in student learning outcomes, (3) analyzing with n-gain test to find out the level of effectiveness in improving student learning outcomes. The results showed that the average of the pretest was 14.38 and the average of the posttest was 79.22. The sig-2-tailed result from the paired t-test is less than 0.05 so there is a significant difference between pretest and posttest. The N-gain score is 0.76 which means this has a high category. The conclusion is the implementation of blended learning in digital electronics courses is effective in improving student learning outcomes.

Improper learning steps resulted in low student synthesis and analytical skills in solving a physics problem or symptom. Therefore, this research is done in order to improve student synthesis and analytical skills. Specific objectives of research are: (1) achievement of lesson plans, (2) student procedural skills, (3) student learning outcomes after following learning, (4) the response of student towards learning. This type of research uses classroom action research. Data retrieval techniques through achievement test, observation, questionnaires, and documentation. Key word: Synthesis and analytical skills, direct instruction, problem solving, heat transfer.