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This study aims to determine the level of planning, implementation, and assessment of learning outcomes in the XI class of shielded metal arc welding (SMAW) techniques at the state vocational high school 1 Sedayu, Bantul Regency. This type of research is a descriptive study with a survey method. Data collection using a questionnaire. The study population was 90 students of class XI state vocational high school 1 Sedayu. The sample was taken the same as the population. Data collection using a questionnaire. The data analysis technique used a quantitative descriptive analysis. Based on the data analysis results, the planning category is medium, with a mean of 29.48. The implementation is a very high category with a mean of 49.60, the assessment of learning outcomes categorized as high with a mean of 10.68. The results showed that the evaluation SMAW technical learning was in the high category. Results also showed that the level of evaluation of the SMAW technique learning on planning is in the medium category and the evaluation of the implementation of the SMAW technique learning was in the very high category.

Mathematical problems are given to students to train themselves in their thinking skills and to find out the level of thinking that each student has. Mathematical problem solving is influenced by the level of students' thinking ability. The purpose of this study was to analyze students' high-order thinking skills in solving PISA-oriented math problems in terms of learning styles. This type of research is a mix method with a Concurrent Triangulation Strategy design. The population of all students of class X SMA Negeri 2 Surakarta samples in the study of several students in the population. The sampling technique used purposive sampling. Data collection techniques using interviews, documentation, and tests. The results of the study: 1) There was no difference in ability between students' visual, auditory and kinesthetic learning styles in solving PISA-oriented math problems. 2) There are 23 students who have a visual learning style or 70% of the population. 30% of them are in the high category, 44% are in the medium category, and 26% are in the low category. 3) There are 8 students who have an auditory learning style or 24% of the population. 62.5% of them are in the medium category, and 37.5% are in the low category. 4) There are 2 students who have a kinesthetic learning style, the two students are one in the medium category and one in the low category. In general, each visual auditory and kinesthetic student has the ability to analyze, evaluate, and create as part of the higher order thinking component. However, each of them has a weakness in these abilities.

This study aims to describe the constructive metacognition activity through students' communication skills in solving PISA's problems. The subjects in this study were 4 junior high school students. Three types of metacognitive activity functions used in this study are awareness, regulation, and evaluation. Data collection instruments used were adaptations of PISA problems with space and shape content. Data were analyzed through the communication skills of students verbally and in writing, after that they got three descriptions about the constructive metacognition activity patterns of each student. It was found that the constructive metacognition activity pattern of each student was very unique based on their personality. From this study, we suggest further studies to conduct a deeper assessment of the metacognitive components that arise in the communication skills of the subject.

Learning in schools has a significant role in improving 21st-century skills, including problem-solving skills. The objective of this research to determine the profile of students' physics problem-solving skills and the implementation of inquiry (free, guided, and structured) learning in senior high school. The study was conducted on 84 students of state senior high school. This type of research was conducted using Descriptive Research Design (DRD). Data collection methods using tests, questionnaire, and interviews. The instrument of research used are (1) instrument tests of physics problem-solving skills, (2) response questionnaire sheets, (3) student and teacher interview sheets. The data obtained were analysed qualitatively descriptive. The results of this study show that only a few students can work on the material using problem-solving strategies of ACCES: (1) Assessing the problem, (2) Create a drawing, (3) Conceptualize the strategy, (4) Execute the solution, and (5) Scrutinize the result, in solving dynamic electricity problems. Implementation of inquiry (free, guided, and structured) learning provided is not ideal so that it causes students to be less active so that problem-solving skills are lacking and no laboratory supports the learning process. Students are not introduced to the existence of a virtual laboratory (i.e. PhET) as a laboratory replacement. So, to improve students' physics problem-solving skills required proper inquiry (free, guided, and structured) learning assisted by PhET.

All people in the world have their culture in living the life. These culture is built of activities they do every day in a long time. Batik is one of traditional art of Indonesia's cultural heritage. It has many varieties, one of them is Batik Solo. It also has many motifs. Ethnomathematics is a study about culture and mathematics concepts. This research is to explore Batik Solo and to find the mathematics concept in it. Using ethnography method, the data collection uses principles in ethnography namely observation, interview, and documentation. The results of the research in this article are twofold. Some Batik Solo motifs contain mathematical elements, especially geometric material, namely the principles of translation and reflection. Besides, that there are vertical and horizontal lines as well as perpendicular and parallel lines included. The mathematical concept, especially the geometry used in the making of Batik, is the use of the tessellation or tiling principle. The tessellation principle is the basis for the development of the Solo batik motifs.

This study aims to describe the implementation of the ADI learning model on physics learning of Newton's laws, the skills of scientific argumentation of students after learning, and the patterns of scientific argumentation students. This research method used explanatory sequential mixed method design. Data collection methods used in this study were tests, documentation and observation. This research was conducted in Surabaya, East Java, Indonesia. Eighty-five of ten grade students on three classes and one teacher participated in this study. This study applied a scientific argumentation level framework developed by Erduran to determine the level of scientific argumentation skills that can be achieved by students. The results showed that ADI learning model was carried out very well for 3 classes with an average percentage of feasibility for Science Classes 1, 2, and 3 as a whole involving 86.67%, 87.08%, and 88.75%. Scientific arguments of students show a significant increase, with a significance of n-gain values obtained in the medium category. The pattern of changes in the skills of scientific argumentation of students from levels 1 and 2 in the pre-test increased to levels 3 and 4 in the post-test. The reason for the skills of scientific argumentation of students is in accordance with the scientific argumentation skills verbally. Based on these results it can be concluded that the application of the ADI learning model improve scientific argumentation skills of students.

The aim of this research was to describe the Multiple Intelligence optimize activity using discovery learning models that improve learning outcome in trigonometry class. The type of this research was classroom action research, with the steps were planning, implementing, observing and reflecting. The subject of this research was students of Mathematics Education who took trigonometry class in the first semester of the academic year 2017/2018. The instrument used was a test of Multiple Intelligence, observation sheet and learning outcome test. The results of the analysis of activity observation sheet with discovery learning and Multiple Intelligence tests obtained: 1). Linguistic intelligence was optimized with the discussions and respond to the problem, 2) Mathematical-logical and intrapersonal intelligence optimized through the activities of verification, 3) musical intelligence was optimized through listening to music in the application of the concepts activity, 4) Space-visually intelligence optimized through working on the problems in the application concept activity, 5) interpersonal intelligence was optimized through data collection activity occurred cooperation in solving the problems 6) Space-spatial intelligence could optimized directly by expressing the concept after making the observation and manipulation of props. The average of learning outcome increased in every cycles, the average of learning outcome in the 1st cycle was 69,92. The average of learning outcome in the 2st cycle increased to 78,45. The average of learning outcome in the 2st cycle increased to 85,48.

This research was aimed (1) to identify category the 21st Century skills in the aspects of critical thinking skills of Bengkulu City High School students in physics subjects (2) to identify category the 21st Century skills on the aspects of communication skills of Bengkulu City High School students in physics subjects. The type of this research was Descriptive Research. The research samples was 90th grade Mathematics and Natural Sciences amounted to 90 students, MIPA class XI amounted to 90 students, and MIPA class XII amounted to 20 students from 3 high schools of Bengkulu City namely SMAN 2 of Bengkulu City, SMAN 4 of Bengkulu City, and SMAN 10 of Bengkulu City. The research was on 18 February - 22 March 2019. Data collection techniques used in this study were questionnaires, interviews, observation and documentation. The results of the data obtained were then triangulated and described with narrative text. Based on data analysis obtained debriefing 21st century skills on aspects of critical thinking skills students high school of Bengkulu City in physics subjects was in the sufficient category with an average score of 3.61 and obtained debriefing 21st Century skills on aspects of communication skills of Bengkulu City High School students in physics with an average score of 3.97 was in the good category.

A teacher is required to be able to create a conducive learning situation, fun and can motivate students that will have a positive impact in the achievement of learning outcomes. Specific objectives from this research are 1) applying the edutainment-based learning model with video scribe on thematic learning at MI Muhammadiyah Rambeanak 1 Magelang Regency; and 2) packaging a scientific approach in the form of the observing, asking, trying, analysing, and communicating method in thematic learning can be carried out through video scribe. The long-term goal of this research is to improve the quality of elementary school. The data collection of this research are document studies, observations, interviews, forum group discussion, and questionnaires to find out students' opinions. The results of this study are 1) creating an edutainment atmosphere in thematic learning using video scribe which is seen from the results of the student opinion questionnaire which states 82.3% pleasant atmosphere, 83.3% conducive learning environment, 81.4% attracts interest, and 79.6% involves all the senses and mind; and 2) thematic learning using a scientific approach in the form of the observing, asking, trying, analysing and communicating method can be carried out through video scribe.

Some previous research have showed that Physics concept has abstract characteristic, difficult, and complex. This characteristic causes the students to have knowledge, understanding, and various conceptions. Students' various conceptions in Physics learning causes the emergence of discrepancy between alternative and scientific conception called as Intermediate conception. This research aims to description of intermediate conception in learning Physics. This research was qualitative research with literature review design. Data collection was conducted by collecting some literatures either articles or books related to intermediate conception. Data analysis was done by conducting analysis and articles and books synthesis and then drew a conclusion. The research results show that intermediate conception can be described as the conception between alternative conception and scientific conception which represent the pieces of ideas or concepts that have lead to science. Intermediate conception can be categorized into; naive physics, phenomenological intermediate primitives, lateral intermediate conception, and ontological intermediate conception.