Independent learning is a concept of learning that creates an atmosphere of free and independent learning for students. In addition, the independent curriculum also implements the development of soft skills and character through a project to strengthen the profile of Pancasila students. One of the schools that implements the Independent Curriculum is SMP Negeri 1 Tanah Grogot. The purpose of this research is to 1)Describe the application of science learning using the Independent Curriculum at SMP Negeri 1 Tanah Grogot. (2) Describe students' responses to learning science. (3) Describe the factors that support science learning. (4) Describe the factors that hinder science learning. This type of research uses qualitative research with descriptive methods. Based on the research results, there were 3 strategies implemented at Tanah Grogot 1 Public Middle School, namely the Education Unit Operational Curriculum (KOSP), learning processes and tools in science subjects (Intracurricular), and the application of projects to strengthen Pancasila student profiles (p5). Internal supporting factors, namely the majority of young teachers who want to train themselves, master the use of information technology, as well as motivation within the teacher to be able to provide a fun learning experience for students. While the external supporting factors include the existence of independent training for teachers and the presence of fellow teachers, principals, and school supervisors who are members of the learning community. As for the inhibiting factors, namely the teacher still does not understand how to implement the Independent Curriculum in schools, especially the implementation of the Pancasila Student Profile Strengthening Project, the small number of teachers, as well as obstacles in adjusting teaching schedules and differences in the learning system between grade 7 using the Independent Curriculum and grades 8 and 9 which is still gradual.

Media applications that can overcome learning difficulties, one of which is by using powtoon-based learning videos. This study aims to: determine the validity of video media, the practicality of video media and the effectiveness of student learning outcomes after using Powtoon-based learning video media on Environmental Pollution material at SMPN 1 Daha Selatan. This study used the Research and Development method which was carried out at SMPN 1 Daha Selatan in class VII A with the ADDIE model which consisted of five steps namely Analysis, Design, Development, Implementation. ), and Evaluation (evaluation). Data collection techniques using questionnaires, pretest results, and posttest results. The research results obtained were: (1) The results of the expert validity of the animation learning media material obtained were 81.57% and the media expert validity was 85.14% or valid or usable but needed minor revisions as supporting media for science learning. (2) The results of the validator's response questionnaire were 75.83% and the students' response questionnaires were 94.22% or practical so that the media was very interesting to use as a supporting medium for learning science. (3) The results of the pretest and posttest percentages based on the normalized gain (N-gain) value of 0.92 are included in the high criteria so that the powtoon video learning media seen from the student learning outcomes test is effectively used and influences student learning outcomes at SMPN 1 Daha Selatan.

This study aims to develop learning modules for science subjects to determine the feasibility, practicality, and effectiveness of using science learning modules for class IX in junior high school. This research is a type of research and development conducted at SMP Negeri 1 Paringin. The selected development model is the ADDIE model. The object of research is the development of science learning modules on the topic of biotechnology. Data collection using questionnaires and questions (pretest-posttest). The result of this research is the development of science learning modules. The modules that have been developed are declared good, based on material experts with an average score of 3.64 or 91.08 with the criteria "Very Valid", assessments from media experts with an average of 3.79 or 94.83% with the criteria "Very Valid". Modules that have been assessed as good are then tested for their effectiveness on students. Based on the results of research conducted by learning with the Science module that the effectiveness of student learning has increased in class IX B which can be seen in the N-Gain result of 0.73 with the "High" criterion. According to the data on student responses to the Science module as a whole it was stated "Very Practical", this can be seen from the results of the average score from the respondent's trial of 3.37 with a percentage of 84.21%. Based on the research results, the product in the form of a science learning module on the topic of biotechnology for differentiation learning is declared valid, effective, and practical and can be used as a support for learning in science lessons on the topic of biotechnology.