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The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students' creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students' creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students' creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students' creative thinking abilities.

Industrial revolution 4.0 is currently present in various countries, including Indonesia. Indonesia responded quickly through technological developments, especially education. The actions of the Indonesian government to deal with industrial 4.0 are contained in the 4C principle, one of which is Critical Thinking. The Science, Technology, Engineering, and Mathematics (STEM) learning approach has become an alternative in building critical thinking skills, especially in science learning. The purpose of this study is to quantitatively measure the impact of the STEM-inquiry model based on the K-13 Indonesian Curriculum towards critical thinking skills of 15-16 years old students. This study employed quasi-experimental with non-equivalent control group design at SMAN 1 (State Senior High School) Padang Cermin, Lampung, Indonesia. The research subjects consisted of 50 students. The critical thinking skill was measured through 10 items of an essay question on the momentum and impulse material. Based on the results of the non-parametric statistical hypothesis test Mann Whitney, the significance level of 0.004 was obtained (sig <0.05). The results of the hypothetical test showed that the student's critical thinking skills before and after using the STEM-based inquiry model were different. It can be concluded that the application of the STEM-based inquiry model was effective in increasing students' critical thinking skills.

The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students' problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample TTest can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students' physics problem-solving skills, communication skills, the students' confidence in learning, as well as improving students' understanding of physics lessons conceptually.

The educational technology continues to grow and change. Technology acceptance exists to understand how technology emerges and is adopted. Technology acceptance plays an important role in creating an innovative and effective learning environment in enhancing students’ learning experience. Technology acceptance must be supported by digital literacy skills to achieve successful use of technology in learning. The purpose of this study was to determine the relationship between technology acceptance and digital literacy in self-regulated learning of physics students. This type of research is quantitative survey research. The research data were obtained by distributing online questionnaires using Google Forms. The questionnaire used a Likert scale of five options. A total of 132 valid questionnaires were obtained and analyzed using PLS-SEM assisted by the Smart PLS application. Based on the path coefficient, it shows that technology acceptance has a significant positive effect with β = 0.248 or close to 1, tcritical value of 2.345, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.019, which is lower than 0.05. The digital literacy path coefficient has a significant positive effect on self-regulated learning with a value of β = 0.673 or close to 1, tcritical value of 6.456, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.000, which is lower than 0.05. The results of PLS-SEM analysis using Smart PLS show that technology acceptance and digital literacy have a significant positive effect on self-regulated learning. This research is expected to be a source of reference for further research in discussing issues related to self-regulated learning.

The low level of computational thinking skills of students is a problem of 21st-century skills. One of the efforts to support 21st-century education is by applying a Project-based learning model. This study aims to determine the effect of the application of a project-based learning model on the computational thinking skills of students in class XI IPA. The research was conducted at MA Al-Hikmah Bandar Lampung. The population in this study was XI IPA class with samples of XI IPA 1 (experimental class) and XI IPA (control class). Using saturated sampling technique with Quasi-Experimental Research design. The results of this study indicate that the t-test value with a significant level of 5% there is an effect of the project-based learning model on the computational thinking skills of students in class XI IPA with a sig value