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Innovative learning is carried out through a combination of the Investigation Group (IG) and Inquiry Strategy (IS) into a modified learning model namely IIG (Inquiry Investigation Group). This study analyzes the effect of the IIG model on critical thinking, cognitive learning outcomes, and scientific attitudes on Class XI High School students in West Seram Regency. The sample was 102 students, and the data was analyzed using inferential statistics namely covariance analysis (ANCOVA). The results show that the IIG model has an effect on critical thinking (0.000

This study aims to investigate the effect of Resource Based Learning Design Thinking (RBLDT) model to improve student's creative thinking skills, concept gaining, and digital literacy. It is a quasi-experimental study using pre-test and post-test nonequivalent control group design. Furthermore, it was conducted at several senior high schools in Ambon, such as Senior High School 1, 2, 12, and Senior High School Siwalima Ambon in the odd semester of the 2019/2020 academic year. From each school, three classes were selected, and 36 students were used as the study samples to obtain a total of 432 students. The data were analyzed using ANCOVA, and post hoc LSD test was performed for every significant result obtained. The results showed that the RBLDT learning model has an effect on creative thinking skills, concept gaining, and digital literacy of students in the class XI senior high school on the subject matter of animal tissue (p<0.05). The combination of the RBLDT learning model syntax can improve students' creative thinking skills, concept gaining, and digital literacy better than RBL or DT when implemented separately.

This research aims at investigating the effect of Complex Instruction integrated with Team Product (CITP) learning model on students' creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention. This research used quasi-experimental design with pretest-posttest nonequivalent control group design. This research was carried out in several Senior High Schools in Ambon, namely SMA 1 Ambon, SMA 4 Ambon, SMA 5 Ambon, SMA 13 Ambon, and SMA Kristen Ambon in the even semester of the academic year 2017/2018. The results of the research were analyzed using ANCOVA. A post hoc LSD test was also performed if there were differences in each variable. The results of the research show that the CITP learning model affects creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention of class X senior high school students on Ecosystem learning material. The syntax of the CITP learning model can improve students' creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention compared to the learning model commonly implemented by the biology teachers.

Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students' retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of class X[subscript 1] of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students' metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of project-based learning strategy could empower the students' metacognitive skills, concept understanding, and retention.

This research aims at investigating the effect of Complex Instruction integrated with Team Product (CITP) learning model on students' creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention. This research used quasi-experimental design with pretestposttest nonequivalent control group design. This research was carried out in several Senior High Schools in Ambon, namely SMA 1 Ambon, SMA 4 Ambon, SMA 5 Ambon, SMA 13 Ambon, and SMA Kristen Ambon in the even semester of the academic year 2017/2018. The results of the research were analyzed using ANCOVA. A post hoc LSD test was also performed if there were differences in each variable. The results of the research show that the CITP learning model affects creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention of class X senior high school students on Ecosystem learning material. The syntax of the CITP learning model can improve students' creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention compared to the learning model commonly implemented by the biology teachers. [ABSTRACT FROM AUTHOR]