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The low critical thinking skills of learners are triggered by less supportive learning. The learning process has not emphasized the development of critical thinking skills, it is because in learning learners tend to memorize concepts so that critical thinking skills are not trained, making learners less active in the learning process and not achieving minimum completion criteria, there needs to be efforts to overcome them. The formulation of the problem in this study is: Is there a significant difference in the improvement of students' critical thinking skills with the implementation of STEM-based Experiential Learning learning in class VII MTsN Aceh Besar? This research aims to find out the significance of differences in improving learners' critical thinking skills with the implementation of STEM-based Experiential Learning learning. The method used in this study is an experimental method with the design of One Group Pretest-Postets design. The population of this study is all students of class VII MTsN Aceh Besar which amounted to 120 learners. The instrument used to measure critical thinking skills using multiple choice questions is 10 questions. Data analysis using the One Simple t-Test test at a significant level of 0.05. The results of the One Simple t-Test test of the students' critical thinking skills were obtained by Sig. (0.00) < (0.05), showed that learners' critical thinking skills were better and there was a significant improvement with the implementation of STEM-based Experiental Learning.

This study aims to determine the increase in student learning retention in the human skeletal system material through the application of the Picture and Picture (PAP) learning model based on the recitation module. This study uses an experimental method using a pretest posttest control group design. The population in this study were all 6th semester students. There were 132 students. The sample in this study consisted of 60 students who were randomly selected. The instrument in this study used a recitation-based module and a test device in the form of cognitive questions. The data analysis technique for student learning retention uses the formula recognition methods. The results showed that the retention of the experimental class with the percentage of the first retest 80.20%, the second retest 92.50% and the third retest 101.24% had a very good category compared to the control class, the percentage of the first retest was 83.49%, the second retest was 72.24% and the third retest was 79.50% with a good category. Thus, the application of the PAP learning model based on the recitation module can increase student learning retention on the material of the human skeletal system

The learning process at SMAN 1 Kluet Utara and SMAN 1 Kluet Selatan, does not appear to have developed critical thinking skills of students, this is because learning does not provide opportunities for students to identify problems and conclude new ideas or a observational act. The process of learning biology in schools does not encourage students to think critically. The research objective was to analyze the improvement of critical thinking skills by using the discovery learning model combined with constructivism-based modulesin on the excretory system concept. The method used was a quasi-experimental, pretest posttest design non-equivalent control group design. The population in this study were 156 students of class 11th MIPA who came from two schools, while the sample was 104 taken by purposive sampling.The instrument used was a reasoned multiple choice question accompanied by a rubric. The data analysis used was n-gain and independent sample t-test. The results showed that the critical thinking skills obtained was 0.78, with an increase in class critical thinking skills including the high category. This shows that there are differences in the critical thinking skills of students between the experimental class and the control class on excretory system concept in class 11thSMAN 1 Kluet Utara and SMAN 1 Kluet Selatan. Thus, the implementation of discovery learning model combined with constructivism-based modulescan improve students' critical thinking skills on excretory system concept.

Critical thinking skill plays an important role in achieving maximum learning outcomes. The lack of involvement in critical thinking skills activities impacts students’ learning outcomes. This study aims to analyze whether the ICARE learning model application combined with constructivism-based learning modules can improve students' critical thinking skills and learning outcomes. The research method is an experiment with a pretest-posttest control group design. This study was conducted in MAN 4 Aceh Selatan and MAS Ashhabul Yamin Aceh Selatan during the even semester (2020/2021 Academic Year) with the population of 196 students of science class XI. The research sample was 119 students, namely the experimental group 58 and the control group 60. The parameters measured are critical thinking skills and learning outcomes. Data on critical thinking skills and learning outcomes were analyzed by parametric statistics using an independent sample t test, while to observe the correlation of critical thinking skills with learning outcomes was conducted through correlation and regression analysis. The results showed that there was an increase in critical thinking skills and student learning outcomes after being taught using the application of the ICARE learning model combined with constructivism-based learning modules on the respiratory system material. The correlation coefficient obtained is 0.832 which indicates there is a positive relationship between critical thinking skills and learning outcomes with strong interpretations. The conclusion of this study is that the application of the ICARE learning model combined with constructivism-based learning modules can improve students’ critical thinking skills and learning outcomes on respiratory system material. Keywords: ICARE, Constructivism, Critical Thinking Skill, Learning Outcomes.

This study aims to look at the differences in teaching style of the UNA Kisaran lecturers, the method used is quantitative, a population of 123 lecturers and all of them are sampled. The instrument uses the Grasha 1996 teaching style scale. The results showed that there were some differences based on gender, experience, age and majors seen from the three teaching styles, all showing significant differences. The results of the T test show there are differences in teaching styles seen from the gender and majors of lecturers. The results of ANOVA showed teaching experience and age between the range 5-12, 13-20 and> 21 years also showed differences. Anova results show that age gives a difference between 31-40, 41-50 and> 51 years. Then between the sexes of men and women also provide a significant difference.

This research aims to see the Moral relationship of work and Locus full with the commitment of Widyaiswara organization in the Center for Development and empowerment of educators and education in the field of building and electricity Medan. The hypothesis proposed is there is a Moral relationship between work and Locus control with the commitment of Widyaiswara organization in the Center of development and empowerment of educators and educational personnel in the field of building and electricity Medan. Data collection is the scale method, namely the Moral work scale, Locus of Control scale and the scale of orrganization commitment. The population is a total of 102 people. Data is analyzed using multiple regression. Results show; There is a very significant relationship between the moral work and the internal locus of control with the organizational commitment. Based on these results, it is revealed that the total donation of both the variables freely to the bound variable is 15.2%, there are 84.8% of the influence of other variables on the organizational commitments, where those other factors in this study do not Other personal factors, organizational factors (job traits, such as the identity of the task and the opportunity to interact with co-workers and others) and factors that are not from the organization, such as the absence of a job offer Much better or lower salary of the organization.Key words; Organizational Commitments, Moral Work, Locus of Control

Metacognition skills enable students to develop into independent learners because they are the managers and assessors of their own thinking and learning. The purpose of this study was to determine the effect of metacognition strategies on learning outcomes and students' critical thinking skills on the subject of human circulatory system in SMA Negeri Trumon, South Aceh Regency. The method used in this study was True Experimentation with the form of Pretest-Posttest Control Group Design. The sample selection was conducted by random sampling. The population in this study were 223 students with a sample size 150. Data collection techniques on learning outcomes and critical thinking skills were carried out by providing pre-tests and post-tests in the form of objective tests. The learning outcomes and critical thinking skills was analyzed using N-Gain. N-Gain value for learning outcomes in experimental class (67,16) > N-Gain control class (51,57). The conclusion of this study is that the metacognition strategy influences the learning outcomes and critical thinking skills of students on the human circulatory system subject at SMAN Trumon, South Aceh District.

This study aims to see the difference in thinking styles of UISU Lecturers in Medan, the method used is quantitative with a comparative approach, a population of 496 and a sample of 124 lecturers. Instrument uses the scale of thinking style. The results showed that there were several differences in the thinking styles of lecturers based on gender, experience, age and majors which were seen from seven thinking styles. The results of the analysis of variance (Anova) showed that there were differences in thinking styles seen from gender, experience, age and majors which were seen from seven thinking styles. The results of ANOVA showed teaching lecturers' experience between the range of 5-12 years, 13-20 years and> 21 years also show differences. ANOVA results indicate that age gives a difference between 31-40, 41-50 and> 51 years. Then social studies and exact sciences also show results that there are significant differences between them.

It is necessary to find appropriate learning solutions to solve students’ misconceptions on the human reproductive system concepts. This study aims to determine whether learning through the implementation of a constructivist module influences the reconstruction of students’ knowledge about the human reproductive system. The method used in this study was experimental with one group pre-test and post-test design. The population consisted of 272 students from science class XI of SMAN 10 Fajar Harapan Banda Aceh and SMAN Modal Bangsa Aceh Province. A total of 107 students were chosen by random sampling. The study was carried out over four months from March to July 2019. The supporting instruments used were the learning media and the data collection instruments in the form of multiple-choice test questions with Certainty of Response Index (CRI). The data collected through a pre-and post-test were analyzed using percentages. The results show that the number of students who understand certain concepts rose by 52.36%, the number of students who had misunderstandings decreased by 43.58%, and the number of students who had misconceptions fell by 9.94%. So, it is concluded that learning through the constructivist module is effective in improving concept reconstruction and students’ learning outcomes.

Lesson study is a model of teacher professional development through the study of learning and capacity building of knowledge. This study aimed to determine the ability of a biology teacher at SMAN 1 Meureudu in implementing a lesson study in the classroom. The experiment was conducted from July to September 2015. The Data was obtained through the observation sheet of the learning process, including six indicators of introduction activity aspect, 28 indicators of core activities aspect, and four indicators of the final activity aspect. Learning management was carried out in three stages of lesson study. The results of the first stage of open and post activities were went less well with an average score of 2.33 and 2.25 respectively. An Improvement was being exposed at the introduction aspect during the second stage of the open lesson with an average score of 2.83 (good category). Then, the post-lesson aspect also improved at the third stage of open lesson with an average score of 3.0 (good category). It is concluded that the ability of the biology teacher at SMA Negeri 1 Meureudu to manage classroom had improved after the third stage of the open lesson implementation with good category (average score 2.88).

This study aimed to figure out the effect of guided discovery model towards metacognitive awareness and cognitive learning outcomes of students in the concept of human reproductive system. This research was conducted at MAS Babun Najah Banda Aceh from April to May 2016. The method used was true experimental with pretest-posttest control group design. The population was all students of four classes namely MIA XI-1, XI MIA-2, XI MIA MIA-3 and XI-4, while the sample were students of two classes of MIA XI-1 and XI MIA MIA-3. The research instruments used were metacognitive awareness inventory sheets and item of cognitive test. The data were analyzed by using independent samples t-test with SPSS 17.0 for windows. The results showed that metacognitive awareness has tcount > t table (3.422> 2.0154), meanwhile, t-test for cognitive learning outcomes also showed tcount > t table (3.089> 2.0154). It can be concluded that guided discovery model affected the increasing of metacognitive awareness and cognitive learning outcomes of students in the human reproductive system concept at MAS Babun Najah Banda Aceh.