Critical thinking skills are important in the context of 21st-century learning, where students are able to express reasons that support the assumptions or conclusions they obtain. A preliminary study at 25 Bandar Lampung Middle Schools found that science learning had not been maximized in training critical thinking skills. This study aims to determine the effect of applying the Argument-Driven Inquiry (ADI) learning model on students' critical thinking skills based on differences in academic abilities, gender, and personality type. This study used Nonequivalent (Pretest and Posttest) Control Group Design and One-Group Pretest-Posttest Design. The data of pretest and posttest essay questions results analyzed using nonparametric statistical tests. The results showed that there was an effect of ADI learning on critical thinking skills in high and low academic students. Moreover, this model provided a greater influence on students' high academic abilities. The ADI model could also accommodate all male and female students with various types of personality types because the gender and personality type aspects do not show significant differences in students' critical thinking abilities, both between male and female students and students with different personality types. Overall, the ADI model is effective in improving students' critical thinking skills.

A STEM learning model is believed to be able to improve students' performance in learning physics significantly including Higher Order Thinking Skills (HOTS). These skills covered the capability to analyze, evaluate, and create which can be boosted by implementing a right learning model, material, and assessment. This study aims to develop and evaluate a combined HOTS-based assessment/STEM learning model to enhance students' thinking skills. A proposed model was designed by follow the seven steps of Borg & Gall research and development. There are 24 24 eleventh graders of SMAN 1 Kotabumi at North Lampung and 30 tenth graders of SMA YP Unila at Bandar Lampung involved in limited and field trial, respectively. The impact of this model was evaluated by identifying the normalized average gain of pretest-posttest and significance test compared to a conventional STEM model. The results showed that t-value of experimental, control, and comparison of these two classes are 23.29, 13.58, and 4.63 (p<0.001), respectively which confirm a better improvements of thinking skills performed by proposed model.

The purpose of this research is to know the difference of mathematical representation skill, the result of science learning and its influence on problem-based learning and discovery learning model. The population of this study was 16 students of PGSD FKIP University of Lampung. Among 534 students, there were two experimental classes consisting of 35 students and each was determined through cluster random sampling.  The data on mathematical representation skills and learning outcomes of science were obtained through a description test, five questions for assessing mathematical representation skills, and ten questions for assessing science learning outcomes. From the instruments that had been tested to 30 respondents, it was obtained a valid and reliable instrument with a score of 0.505 for mathematical representation skills, and 0.832 for learning outcomes. Furthermore, the data were analyzed by using normality test, homogeneity test, independent sample t-test, correlation test, and simple linear regression test. The results showed that there was no difference in the result of mathematical representation skill and science learning outcomes, between the problem-based learning model and real discovery. But there is a positive and significant linear influence between the mathematical representation skill and the learning outcomes of science, through a problem-based learning model of discovery.

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