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Physics learning requires higher-order thinking skills, particularly critical thinking and conceptual understanding. However, students’ critical thinking skills and physics learning outcomes at the senior high school level are still relatively low due to teacher-centered instruction and the limited use of innovative learning models and media. This study aimed to examine the effect of the CORE (Connecting, Organizing, Reflecting, Extending) learning model assisted by Lumio by Smart media on students’ critical thinking skills and physics learning outcomes. This research employed a true experimental design with a post-test only control group design conducted at SMAN 4 Jember in the 2025/2026 academic year. The samples consisted of two classes, with class XI Umum 2 as the experimental class and class XI Teknik 3 as the control class. Data were collected through tests and analyzed using the Mann–Whitney U test. The results showed significance values of 0.027 ≤ 0,05 for critical thinking skills which means H0 is rejected and Ha is accepted and 0.020 ≤ 0,05  for physics learning outcomes which means H0 is rejected and Ha is accepted. Therefore, it can be concluded that the CORE learning model assisted by Lumio by Smart media has a significant effect on students’ critical thinking skills and physics learning outcomes.

This study aims to determine the effect of the Discovery Learning model assisted by E-LKPD on students' physics learning outcomes. The research was conducted at SMA Negeri 1 Percut Sei Tuan. This type of research is a quasi-experimental design with a pretest-posttest control group design. The sampling technique used in this study was cluster random sampling, consisting of an experimental class and a control class, each with 36 students. The solution to address the research problem was to apply the Discovery Learning model assisted by E-LKPD in the experimental class and conventional learning in the control class. The subjects of this study were students in classes X-3 and X-4. The instrument used was a learning test in the form of 15 multiple-choice questions. Before the different treatments were applied, a pretest was conducted, resulting in an average pretest score of 48.1 for the experimental class and 45.6 for the control class. Normality and homogeneity tests on the pretest data indicated that both classes' data were normally distributed and homogeneous. The two-tailed t-test resulted in a value of tcount < ttabel = = 0.97 < 1.994, which means H0 was accepted, indicating that the initial critical thinking ability of the experimental and control classes was the same. After the different treatments, a posttest was conducted for both classes, which resulted in an average posttest score of 76.5 for the experimental class and 63.5 for the control class. Normality and homogeneity tests on the posttest data showed that both classes' data were normally distributed and homogeneous. The one-tailed t-test resulted in tcount < ttabel = = 4.860 > 1.666, so the alternative hypothesis (Ha) was accepted. It can be concluded that the use of Discovery Learning assisted by E-LKPD has a significant effect on students' learning outcomes on the topic of work and energy in class X at SMA Negeri 1 Percut Sei Tuan.

This research aims to analyze and develop students' science process skills, particularly in the use of measuring instruments, and their influence on understanding the concepts of quantities and units in physics. This research is motivated by the importance of mastering skills in using measuring instruments in physics learning, as well as the need for innovative teaching materials to improve students' understanding of fundamental concepts. This study employs a mixed-methods approach, combining both quantitative and qualitative methods. The quantitative approach is used to analyze data on students' skills in using measuring instruments and their understanding of concepts through tests. Meanwhile, the qualitative approach is employed to analyze data from observations and interviews with students and teachers regarding the effectiveness of using guided inquiry-based interactive multimedia teaching materials. The interactive multimedia teaching materials developed in this research are designed to facilitate learning about measuring instruments and measurement using a guided inquiry approach. A behavioristic approach is also considered in the development of these teaching materials to ensure students receive appropriate reinforcement throughout the learning process. Through this research, it is hoped that effective ways to develop students' science process skills and enhance their understanding of measuring instruments and measurement concepts in physics will be discovered, ultimately improving physics learning outcomes as a whole.

This study aims to see and find out whether there is a relationship between the ability to learn mathematics and the results of learning physics online. Physics is a branch of science that studies the behavior of nature through experimental observations and quantitative measurements. In studying nature, Physics uses the language of mathematics to model natural phenomena in mathematical equations. In studying Physics, it is necessary to be able to The research method used is descriptive correlation analysis. The sample of this study was 60 students for three different classes. The research instrument is a report on student learning outcomes or a list of odd semester report cards for the 2020/2021 school year. The results of data analysis show that there is a significant relationship between mathematics learning ability and online physics learning outcomes with a large correlation coefficient (r) of 0.787 For class X-1, the value of the correlation coefficient is r = 0.734 for class X-2 and r = 0.661 For class X-3. This shows that if the ability to learn mathematics is high, the learning outcomes of physics will be high as well.