Conducting an assessment is one of the teacher's duties apart from compiling a learning program and implementing it in the classroom. The teacher must also be able to determine what can be obtained or achieved from the learning process that has been organized. The purpose of this study was to develop HOTS questions on the coordination system material and to test the quality of HOTS questions in the coordination system material for high school students in grade X. The subjects of this study consisted of 18 students who were selected purposively. Analysis of the items consisted of validity, reliability, difficulty level, differentiation, and trick effectiveness. The results of the analysis of the validity of the questions with a significant level of 5% for 18 students obtained 50 questions (92%) valid. The results of the reliability test of the items obtained the reliability index in the "high" criteria. So the items have high consistency in measuring the ability of students regarding the material of the coordination system to distinguish high-skilled students from low-ability students. The results of the analysis of the difficulty level of the questions were: 26 questions (5%) had an easy difficulty level, 9 questions (75%) had a moderate difficulty level and 15 questions (20%) had a difficult difficulty level. Overall, there were 4 distractor test results that did not function. A bully is said not to function if less than 5% of all test takers are selected. The crooks that didn't work need to be revised again. The results of the 84% difference power test were rejected so it needed to be revised.

This study was a reasearch and development. The purposed of this research was to design a product and saw the validity of the product. This study produced a Science MODULE based Problem Based Instruction to improve students' critical thinking skills when discussing global warming material. This module presented material and questions based on the Problem Based Instruction learning model that can help students improve their critical thinking skills. The research model used in this study was the ADDIE model. The steps of this research model consists of 5 steps, they were analysis, design, development, implementation, and evaluation. The data was collected by using the validity assessment of the product, which was carried out by assessing the validity test by media experts, material experts, and users, namely teachers and students. The results of this study indicated that the validity test of media experts obtained an average of 87.6% which was stated by valid criteria, the validity test of material experts was obtained an average of 85.35% which was stated by valid criteria, and from users, namely teachers. 92.35% who were stated as very valid criteria and 87.5% of students were stated as valid criteria. Thus it can be concluded that the results of the product validity test in the form of a science module based Problem Based Instruction in global warming material was suitable for use as teaching material for SMP / MTs students because it meets the predetermined criteria.

The purpose of this study is to increase students’ science learning outcome, students’ activities, teacher activities, and students’ response to use crossword puzzle media in the material of ecosystem changes. This study used classroom action research design which refers to Kemmis and Taggart teory with the subjects are tenth grade students MA Nurul Huda Kragan academic years 2018/ 2019. This study’s procedures consist of focusing problem, plan, act, observe, and reflect. The results this study are crossword puzzle media can increase students’ science learning outcome, students’ activities, teacher activities, and students’ response to use crossword puzzle media in the material of ecosystem changes is good. The result shows that students’ science learnig outcomes is 55,56 % at the first cycle and 94,4 % at the second cycle. Increasing students’ activities is 14 % based on students’ activities 24 % at the first cycle and 38 % at the second cycle. The teacher activities increase 6,94 % from 25 % to 31,94 %. Students give good response after use crossword puzzle in study.

This study aimed to describe the increase in student creativity and to determine the increase in learning outcomes of metabolic material through the application of the expert team cooperative learning model. This research was a classroom action research and a descriptive quantitative research method. The study was conducted in two cycles with the stages of research according to Kammis and Mc. Taggart, which is in the form of a spiral cycle consisting of four steps, namely planning, implementing the action, observing, and reflecting. The object of this research was 33 students of XII MIPA 3 at SMAN 1 Paciran which consisted of 7 boys and 26 girls. The research instruments used observation sheets to determine student creativity and learning test sheets to determine student learning outcomes. The results of this research and data analysis indicate that the application of the cooperative model of the expert team can increased student learning creativity in learning metabolism, 51.51% -75.75% in cycle I increases to 82.82% -93.94% in cycle II for all indicators become very good and good qualifications. Student learning outcomes on metabolic material have increased with the application of expert team learning. First, the increased in the number of students who achieved target was shown from 15 students in cycle I to 29 students in cycle II. Second, the increased in the average score of students from 62.5 in cycle I to 75, cycle II. Third, the increased in classical completeness from 45.45% in the first cycle to 87.88% in the second cycle. So it can be concluded that the application of the expert team learning model can increase student creativity and student learning outcomes on metabolic material in class XII MIPA 3 SMAN 1 Paciran.