The purpose of this study was to determine the characteristics (validity, reliability, difficulty indices and discrimination indices) of the items in the developed assessment instruments. Subjects in the study were 30 students of class X Science 1 SMA Negeri 2 Bantan. The samples in this study were chosen by purposive sampling technique, in which the samples were selected based on the researchers’ consideration. Then, the approach used to develop the assessment instrument was Research and Development (R&D) adapting Borg & Gall Model. In this study, the feasibility test was carried out to see the construct validity, reliability, difficulty indices, and discrimination indices of the instrument. The CPS-based assessment instrument for critical thinking ability on Stoichiometry was developed in the form of essay questions. This instrument produced 10 items that were declared valid and reliable with a reliability value of 0.749. Thus, this study concluded that CPS-based assessment instrument for critical thinking ability provided more comprehensive information about the characteristics of the instruments that have been developed.

The research aims to develop devices integrated learning Malay culture in the form of RPP, LKPD and evaluation tools to improve character education learners. This type of research is the development of research (research and the development) with the procedural model. Research has been conducted in the development of chemistry teaching lab FKIP Riau University from June to November 2016. The prototype learning device generated through research is Learning Implementation Plan (RPP) consisting of 4x meeting, Activity Sheet Students (LKPD) for 4x meetings and 1 set of tools evaluation. Product prototype learning device has been evaluated by 3 validator. Data collected through questionnaires and observation techniques. The data analysis technique is a descriptive quantitative by calculating the percentage of the value of the validation. The average score ratings seventh aspect of the RPP is 95.95% with a valid category. The average score of the four aspects of the feasibility assessment LKPD is 95.95% with a valid category. The average score of all fifth aspects of the feasibility assessment evaluation tool was 94.58% with a valid category. While the percentage of learners response to LKPD is 97.36% which is at the criteria very well.

The development of technology today has a huge impact on education, especially in the learning process. Therefore, an educator must be able to adapt the learning process to technological developments. One way to apply technology development in learning systems is to use e-modules in the learning process. The purpose of this study is to use guided inquiry-based e-modules to see the magnitude of the increase in students' critical thinking skills in the material reaction rate after using guided inquiry-based e-modules. The research method used a quasy experiment with a pretest-postest design using two classes as the experimental class and the control class. The sample in this study were students of State Senior High School (SMAN) 1 Sebrida Indragiri Hulu class XI. The results obtained were an increase in students' critical thinking abilities from before the use of guided inquiry-based e-modules. After the use of e-module based guided inquiry. This increase is seen from the comparison between the experimental class and the control cash class. The experimental class using e-module has a higher critical thinking ability of students than the control class that does not use e-module in the learning process.

Tujuan penelitian ini adalah memberikan informasi yang baik kepada satuan pendidikan, pendidik dan siswa tentang gambaran pelaksanaan kegiatan P5 untuk mengatasi learning loss sebagai penerapan pembelajaran berdiferensiasi. Metode penelitian yang digunakan adalah jenis penelitian deskriptif kualitatif yang memiliki tujuan untuk memberikan gambaran tentang situasi dan kondisi dengan menyelidiki berbagai sumber kebijakan pemerintah. Teknik pengumpulan data yang digunakan adalah wawancara dan observasi. Data yang diperoleh dari hasil wawancara dan observasi kemudian dianalisis. Analisis yang dilakukan pada penelitian ini menggunakan analisis pohon masalah. Dengan demikian, hasil dari pebelitian ini adalah adanya penerapan kegiatan P5 pada kurikulum merdeka mampu mengatasi Learning Loss dan menyebabkan pembelajaran menjadi pembelajaran terdiferensiasi.