Table of contents

Facing the 21^st century, higher order thinking skills are becoming a valuable thing to be learned. This is why learning science has to be designed on using innovative models, approaches, and Media. The R and D research on using ADDIE design was done to develop the interactive problem based module on population and environmental pollution topics. After validation process on the conceptual aspects as well as the learning and techno-pedagogic aspects, the module was then implemented in science learning at secondary school, to enhance critical thinking skills. The research shows that the module is very effective to use as a supporting material in order to enhance critical thinking skills. Based on the students' response, the media was very helpful to student to learn science as well as to enhance the skill in how to practice IT.

Some academic supervisors claimed the low abilities of pre-service students on conducting a research. This research aims to measure the Research Abilities (RA) of students by developing the instruments to test the knowledge of students on essential components of research, i.e., understandings on the type of research, research design, research problem, hypothesis, variable, type of data, research method, sampling, and data analysis. The instrument is an essay, and multiple-choice test consists of 30 questions divided into four categories, i.e., Research Problems, Hypothesis, and Variables (Q1); Research Method (Q2); Data Analysis (Q3); and Action Research (Q4). About 36 science and non-science students participated voluntarily on the online test, 89% are females, and 14% are science education students. Only 35 data are valid to be analyzed. The result shows that the highest score belongs to a non-science student (24), and the average rating of science students (12.14) is almost equal with non-science ones (12.62). The average score of Q1 is 5.1 of 12, Q2 4.4 of 8, Q3 is 1.1 of 3, and Q4 is 0.9 of 3. The conclusion is students show low performances on RA's components.

The study aimed to develop a 7E model lesson on Earth Systems and implement it through the lesson study approach. The developed lesson was based on the standards provided by the Department of Education in the K to 12 Basic Education Curriculum Senior High School where it underwent a series of validation, revision and evaluation for further improvement prior to its implementation. The study tested the effects of the developed 7E model lesson on the conceptual understanding of the respondents. The developed 7E model lesson was implemented through lesson study approach to the three class sections of Grade 11 STEM of Iligan City National High School, School Year 2017-2018. Achievement test was conducted to the respondents. The result of the study shows that respondents exposed to the developed 7E model lesson had significant higher test scores in the post-test as compared to the pre-test. Result implies that there is a positive significant impact of the 7E model lesson on the conceptual understanding of the respondents on Earth Systems.

The purpose of this study is to identify the development of creativity in the concept of green biotechnology. To simplify the learning process, this concept can be divided into two subconcepts: 1) fermentation and 2) preservation. This research was conducted using pre-experimental method with the design of one pretest-posttest group. The respondents involved in this study were 82 Pre-service Elementary Teachers (PETs) of 5th graders at Universitas Sebelas Maret. The process of improving the PETs' creativity was examined based on a normalized gain analysis of the pre-test and post-test values for all sub-concepts. The results showed that the creativity dramatically increased by 77% (high) in fluency; 57% (moderate) on flexibility, 46% (high) on originality and 40% (moderate) on elaboration. This result confirms that the implementation of SDI in science learning can improve the overall creativity at a moderate level.

Teaching and learning activity of science lesson in elementary school is considered less interesting due to the use of monotonous and memorizing methods. Solar system is a common topic which taught by applying these methods. In order to anticipate boredom and monotony, supporting learning media which trains students to be active, creative, and have better understanding is required. This study aims to find out the role of science domino game and booklet in improving the sixth grade elementary school comprehension of students on basic concept of solar system topic and generating a learning trajectory on solar system topic. It used design research which consists of preliminary design, teaching experiment, and retrospective analysis. Therefore, it described how science domino game and booklet enhanced ability of students in grasping basic concept on solar system topic and how the learning media yielded a learning trajectory in learning activity on solar system topic. Interview, observation, and documentation were used to collect the data. Based on the results of research, researchers produce learning trajectory about the solar system that can be used in learning and increased comprehension concept of students about the solar system.

The research aims to investigate the difference of natural science learning outcomes between sixth graders in primary school taught using the models example non example and picture and picture. This experimental research employed a test as the data collection technique. Furthermore, data analysis techniques were the homogeneity test and the independent sample t-test. The criterion for hypothesis acceptance is that if t_count > t_table, therefore H₀ is accepted and H_a is rejected. Based on the results and data analysis, it is evident that the example non example and picture and picture learning models have improved the learning outcomes of Grade VI students. It is demonstrated from the pretest and posttest average scores of Grades VIA and VIB that experienced an increase from 53.06 to 78.56 and from 17.47 to 66.09 respectively. The independent sample t-test shows the significance value of t_count is 0.005<0.05, therefore H₀ is rejected and H_a is accepted. In conclusion, there are some differences in natural science learning outcomes using the picture and picture method in Grade VIA and the example non example method in Grade VIB and natural science learning outcomes using the picture and picture learning model is better than the example non example one.

Science is not only a series of facts, principles, and concepts but also the process of discovery. This statement gives a hint that not only the mastery of the concept should be good, but also the students have to know how the process of finding it. The aim of this study is find out the effect of activity sheet based on outdoor learning to the student's science process skills. This study was applied to 29 grade 4 primary school student. This study is a pre-experimental conducted for 4 days. To find out the effectiveness of learning using activity sheet based on outdoor learning on student's science process skills, science process skill tests consist of 6 items given as pretest and posttest for student. The result of the analysis explain that there is a significant influence between the activity sheet based on outdoor learning to the student's science process skill and there is a significant improvement in the result of the student's science process skill test after experiencing the learning by using the activity sheet based on outdoor learning.

This research aimed to determine the effect of STAD learning model and science comics on cognitive students achievement. The type of research was quasi-experimental. The research design used nonequivalent control group design which was consisted of two experimental groups and one control group. The sample in this research included 84 grade VIII students taken from Junior High School in Manokwari. The Technique of collected data used achievement test. The result of data analysis used Kruskal-Wallis Test showed that there was a mean difference of cognitive students achievement (P = 0.000 < 0.05), where the mean of cognitive students achievement taught used STAD learning model and science comics higher than cognitive students achievement of students taught used STAD learning model and conventional learning model. The 1^st experimental group gain score was 0.59, the 2^nd experimental group was 0.40, and the control group was 0.37. It can be concluded that there is an effect of STAD learning model and science comics on cognitive students achievement.

The purpose of this study was to develop STEM Based e-module that is a learning software for improving secondary school students interest in STEM field. Four questions are addressed to unpack the feasibility of e-module that is used for integrated science teaching. The questions are 1) How is the aesthetic display of STEM Based e-module 2) How is the program of e-module 3) How are the learning features presented in e module 4) How are STEM aspects performed in e-module. Data were obtained by exploring the view of three experts in STEM education fields. Instrument used was a rubric consisting 29 questions and open questions about e-module strength and weakness as well as the experts recommendation. The study reveals that the aesthetics display, program, learning features and STEM aspects of e-module were categorized into excellent, fair, excellent and excellent respectively. STEM aspects presented in e-module are appropriate for secondary school STEM based teaching. This finding showed that feasibility of e-module implementation in secondary school setting is highly recommended. Nevertheless, an experimental study is necessary to validate the e-module quantitatively.

The purpose of this research is to explore information about students' argumentation ability in elementary education level. This research uses descriptive quantitative method. The sample in this research is 34 students with 26 students in grade 3 and 18 students insixth grade. The technique of argumentation profile data compilation is using worksheet that provides image with energy topic then students give argument through writing. Techniques Data analysis using the Quality Assessment refers to Toulmin's Arguments Pattern (TAP) such as: Data, Claim and Warrant which is the basic structure of an argumentation. The results show that 3 grade students' argument ability is better than 6 grade. In 6 grade argumentation in category D (27.8%), D-C (22.2%) and D-W-C (5.6%) while the rest cannot provide argumentation. In the grade 3 the argumentation ability on D (23.1%), D-C (26.9%) and D-W-C (23.1%) and the rest cannot argue. This problem is caused by anxiety factor of the sixth grade students because it will be a national exam affecting student achievement.

The OrDeP2E learning model (Problem Orientation, Problem Definition, Hypothesis Submission, Hypothesis Testing, and Evaluation) is a natural science learning model that refers to a scientific approach to train the students' natural science problem-solving skills. The purpose of this study is to analyse the effectiveness of OrDeP2E model to change the problem-solving skills of primary school students. This study used one group pre-test and post-test design toward the primary school students of 2017/2018 academic year. The students' problem-solving skills were measured by using the Natural Science Problem-solving Skills Assessment Sheet (NSPSSAS) and Student Response Questionnaire. The indicators of natural science problem-solving skills include identifying problems, formulating problems, making hypothesis, conducting experiment, and drawing conclusions. The data analysis technique used Paired test, n-gain, and Independent test. The result of the research proves that: 1) There is an improvement on the primary school students' natural science problem-solving skills on = 5%; 2) The average n-gain score of students' natural science problem-solving skills were in high category; 3) there is no significant difference (consistent) n-gain on students' natural science problem-solving skills in all groups; and 4) Students responded very positively. Therefore, the OrDeP2E learning model has proven to be effective to solve the natural science problem-solving skills of primary school students.

The purpose of this study is to analyze teachers, pre-service teachers, and students conceptual understandings related to heat conduction in macroscopic and sub-microscopic (verbal and visual). This description research involves 15 teachers, 33 pre-service teachers, and 39 students. Data were collected by using a conceptual understanding diagnostic test. The result shows that almost the participants know about the macroscopic level. However, most of them have a few understanding at the sub-microscopic level in verbally and no one of them can draw or represent the scientific conception about the sub-microscopic level. This study suggested that the sub-microscopic level of the science concepts must be learned and taught to students to make science more easy to understand and explained.

The purpose of this study was to examine pre-service science teachers' technological pedagogical content knowledge (TPACK) on integrated science. Ten questions were implemented to 21 pre-service science teachers during school science course. Science topics involved was kinematics, plant tissue and daily life materials. During a semester, PSTs were asked to analyze the science contents demanded by Indonesian Curriculum. Moreover, the questions were given to measure PSTs' seven constructs of TPACK. Data technological content knowledge (TCK) as the best construct posing by PSTs which is 95.24. The lowest construct is content knowledge (CK) which is 20.24. This finding implies the necessity of program promoting PSTs' content in subject matter course specifically for kinematics. The score of pedagogical knowledge (PK) is 71.43. The score of PCK is 38.10. The score of TK, TPK and TPACK are 80.95, 61.90 and 80.95 respectively. Thus, it is essential to prepare the PSTs ability to connect science topics and the nature of science and use of various ways of representation or examples to deliver certain content. Moreover, it is believed that the PSTs low ability to comprehend the context is the most factor influencing their low PCK.

The previous research has been developed Local Wisdom Integrated (LWI) Learning Model and has been declared that it is valid to improve problem solving skill, scientific communication skills, and environmental care attitude of junior high school students. This study aims to analyse the effectiveness of the LWI Learning Model on improving the scientific communication skills of junior high school students in science learning. This study used one group pre-test and post-test design toward 140 students of junior high school class VII who was divided into 3 groups in SMPN 1 Lingsar and 3 groups in SMPN 2 Gunung Sari, academic year 2017/2018. The data collection was conducted through questioner, observation, and interview. The scientific communication skills of junior high school students were measured by using scientific communication skills Evaluation Sheet (SCSES). The data analysis technique was done by using paired t-test, Wilcoxon test, and N-gain. The results showed that there was a significant increase in student's scientific communication at α = 5%, with low N-gain and medium category. LWI Learning Model was proved to be effective to improve scientific communication skills of junior high school students in science learning.

This study aims to analyze the ability of Pedagogical Content Knowledge (PCK) in implementing learning in the classroom. A number of two students who have become teachers as research subjects. Data on the ability of PCK subjects in carrying out the learning obtained based on observations and video recordings made during the subject to implement learning in the classroom, and then analyze based on pedagogic competence and professional competence in Ministerial Regulation No 16. The result of observation and video shows that the ability of PCK of two subjects who have become good teachers especially in the implementation of learning to ask questions, reasoning and communicate.

A study was conducted to measure scientific literacy of lower secondary students in the learning theme of global warming. This survey research involved 112 fifteen-year students who attend the science course at three secondary schools in Bandung. Sampling was done by random sampling method. The scientific literacy of students was measured by using a developed test of science literacy. The test was constructed under PISA framework 2015 and validly used to measure scientific literacy between high and low-achieving students. The finding showed that no significant differences among three competencies of scientific literacy. The average score of each competency was in moderate category. It also revealed that there is no significantly different between male and female students.

This exploration goal is to describe teacher's performance on emerging 5-6 years children's science process skill. Early science learning should optimize science process skill to arouse other children's development domain. A descriptive-qualitative design with observation and interview has already been implemented to collect data from two kindergarten teachers in Tasikmalaya. The result shows that development of children's science process skill on early science learning is not optimize yet. It caused, teachers have a lack understanding of early science learning and science concept and limitedness of facilities particularly science tool in the school. This finding can give information to academician and policy makers to make a solution to advance early science education implementation.

This meta-analysis is the result of preliminary research which aims to describe the effectiveness of inquiri-based science learning in effort to improve students' inquiry skills. The study of meta-analysis with observation method and analyzed of fifteen journals, literature review using Google search engine in Journal of Baltic data base, ERIC journals (Education Resources Information Center and Google Scholar). Calculation of analysis used average Effect Size (ES), analyzed the articles as research samples, then categorized based on Cohen's criteria The results of the data analysis obtained average Effect Size of 0.45, with the category "medium". Variations between levels of education and the country of researchers in the journals, the highest effect was on the state of America with a score was 0.88, with the category "high" in elementary school level. Based on the analysis of all samples of this study concluded that inquiry-based learning can be used in the development of science learning and improving of students inquiry skills on each level of education.

This research performed to analyze student's ability to mastering the liquid pressure and body breathing system materials on integrated science learning. Both of the materials in integrated learning include blood pressure, diffusion of respiratory events, osmotic pressure, fluid pressure at a different depth, buoyancy, and capillarity expressed in a specific test. The study covered 144 students in the Integrated Islamic Junior High School. We organized a student's ability assessment based on midterm semester exam conducted in March 2018. Data analysis applied by Rasch modeling. The results of this study indicated that students have difficulty in understanding the pressure on liquids, notably in bringing water process from root to leaf (capillarity on plants). Conversely, students are qualified to figure out the operation of the mucous membrane in the nasal cavity in the body respiratory system. Other interesting points discussed in this article are quality of the test related to measure students' ability and traces of student misconceptions in learning materials on integrated science. It is prerequisite for teachers to promote the quality of learning in the integrated science, and to develop a quality test for student in the future.

The scientific model is one of the learning models that embrace constructivism theory. This can be explained because the scientific model always strives for learners to discover knowledge and then construct in their own minds through scientific activities. This study aims to determine and describe the ability of STKIP Subang students in developing learning tools scientific approach that is done with the pattern analysis document or called content analysis, or information analysis. Based on the exposure and discussion it can be concluded that the ability of prospective teachers in developing scientific learning tools is dominated in the medium category, both in the development of lesson plans (RPP), teaching materials and scientific student worksheets. From the results of this study, it is necessary to develop the ability of prospective student teachers in STKIP Subang in developing scientific learning devices.

The impact of technological developments, especially information and communication technology (ICT) has impacted on various aspects of life including education. The dynamics of technological development demand new ways and cultures in people's lives as 21st century skills are becoming an important issue today. Indonesia has made a revision and innovation of the curriculum in response to these demands but that effort is not as easy as turning a palm. The results of field studies show that there is an imbalance between the implementation and the outputs and outcomes of the established curriculum. One of the constraining factors is the lack of collaboration in learning, where learning is only left to the school or teachers. Innovation of science learning by using the concept of smart city to be an alternative problem solving proposed by researchers. The concept of smart city indicates transparency in the learning process so that parents can contribute related to the progress of their children. This learning program consists of several features that enable the establishment of communication of students, teachers, and parents in synergy. Thus collaboration in implementing learning can be formed so that the education received by the child to be optimal.

The students' competency of Junior High School in mastering the natural science concept is still low. Natural science learning is not yet integrated. The students are required to be active in learning and teacher is implemented the various learning methods. Therefore, the integrated learning is implemented in natural science subject. This research used quasi experiment method with pre-test post-test group control design. The subjects of the research were eight grades in Junior High School students. Data were collected using observation sheets, tests, and motivation questionnaires. The result of the research shows that the integrated learning model impact to improvement the students' competence, in the terms of: (1) There is a significant difference in the competence of students who use integrated learning and students who use conventional learning model. (2) There is a significant difference in the competence of students who high motivation and low motivation in the integrated learning. (3) There is interaction of learning model and motivation that effect to the student competence. Thus, student competence is significantly influenced by the implementation of integrated learning model. Effect of integrated learning model to the students competence including large categories.

This research is aimed to evaluate and compare the argumentation skill in science and non-science students. This research is quantitative research which involved two classes including 30 science students who taught human physiology subject and 30 social and humanities students who taught curriculum development subject. Both classes using blended learning with "argueweb" for online learning and debate for offline learning. The data collected from argumentation score using argumentation observation sheet. The data collected then to analyze descriptively and statistically using t-test. The result showed that there are differences between argumentation skill in science and non-science students. There are differences in quality of argumentation in science and non-science students. Science students showed good and clear backing with so many evidences. While non-science students provide strong and arguable warrant. Thus the quality of both science and non-science students argumentation need improvement to achieve better argument and learning outcomes.

Science process skills can facilitate students to increase the curiosity and activity of students in learning by doing, experiencing, and associating the subject of science in real life. Scholars found different phenomenon to improve science process skill. Hence this research aimed to explore the effectiveness of mobile-based interactive learning multimedia to improve students' science process skill. This research was a quasi-experimental research with the entire subject 80 elementary students' in Salam Magelang. Data were collected through observation, interview, and test. The results showed that mobile-based interactive learning multimedia is more effective to improve science process skill between the students who learn using mobile-based interactive learning multimedia and classical model with students' book.

The study aims to measure students 21^st century attitudes and environmental awareness. This study is a survey study which is part of development research of character learning model based on education for sustainable development. The data were collected by using 21^st century attitude questionnaire and environmental awareness self-assessment that given to senior high school students in West Nusa Tenggara (NTB). The instrument was adapted from Assessment and Teaching of 21^st Century Skills (ATC21S) that consists of four aspects are critical thinking, collaboration, communication and creative thinking. The result shows that generally students 21^st century attitude can be categorized on low category and mostly students environmental awareness can be concluded on enough category. The study will be used as the reference and need assessment of developing character learning model based on education for sustainable development.

This study aimed to reveal Pre-Service Teacher's cognitive load representing the effectiveness of teaching strategy based on cognitive load theory. Cognitive load is described as correlation among Intrinsic Cognitive Load (ICL) and Extraneous Cognitive Load (ECL). Teaching strategy was developed by Cognitive load Theory with the stages such as Introduction, Reflection, Visualization, Application, Recitation, and Evaluation. Participants in the study were 31 pre-service science teachers in Bogor and Bandung Indonesia. Data of ECL were collected with a complexity task containing a short question to measure the ability of information analysis during lecturer. ECL data were collected with a 7-scale questionnaire contains a statement of the mental effort of pre-service science teachers in lecturer. Result of data analysis found that applied lecture strategy successfully improved pre-service science teachers ICL and reduce ECL. This strategy produced low mental effort especially at introduction stage. The mental effort increases on the application stage.

This research aims to get analyzation of reasoning skill in Senior High School level. Defined as ability in drawing conclusion expressed in logical argument, the analyzation on reasoning skill is measured by student argument in answering essay question involving respiratory system topic. The arguments are categorized into five levels based on Toulmin Argumentation Pattern (TAP) consists of Claim, Data, Warrant, Qualifier, Backing, and Rebuttals. The subjects are students of Senior High School chosen by purposive sampling. The method used in this research is descriptive. The results shows that level of students argumentation lies 29.17% on level one and 70.83% on level two This results indicates that most of Senior high school students are having difficulty in giving explanation on their claim using the data related to fact or theory they have acknowledged.

This study aims to determine the ability of the ecological intelligence of pre-service biology teacher in the course of environmental knowledge. This research includes qualitative research type with qualitative descriptive approach. The variables analyzed are the students' ecological intelligence ability, especially on the subject of environmental knowledge with the materials such as Environmental Characteristics, Ecological Concepts, Material and Energy, Human and Environment, Natural Resources and Environment, Health and Environment.. The results showed that the ability of ecological intelligence of pre-service biology teacher in the subject of environmental knowledge was good enough. For the content aspect, the highest score is on ecological concepts, as well as human and environmental, by 85%. In the skill aspect, the highest score is on material and energy concepts that is 85%. While in the attitude aspect, the highest score is on the material of ecological concepts 86%.

Systemic changes in key aspects of curriculum are esentially important because the challenges of emerged 21st century are growing rapidly. The changes made by the Indonesian Government in the 2013 curriculum, in line with such issue, are closely associated with scientific approach, student-centered learning, developing students thinking and collaboration skills, attitudes, exploring communication, and integrated learning. There are many schools teaching science partially. Not surprisingly, such obvious premises are leading to some overlapping subject materials among physics, biology, chemistry and inefficiency amount of time in classroom activities. Apparently, teachers have lots of difficult to design and integrate the science learning. To investigate the matter, the researchers are therefore interested to promote curricular integrated type employed by teachers in classroom, familiarly called as shared curricular integration. This type can be supported by coupled-inquiry cycle because it enables students to explore their argumentation. Moreover, the students' argumentation activities can be supported through two fundamental investigations popularly called as experiment and communication through discussion. The methods of acquiring data were in regard to students' argumentation tests and observation. The result of data analysis which is conducted with one sample t-test was coupled-inquiry cycle through shared curricular integration can enhance the students' argumentation skills.

Science learning related to everyday life including society's traditions believed since ancestor, known as local wisdom. The aim of the study was to determine the effect of implementation science learning with local wisdom approach to enhance student's environmental literacy. The research design was a matching-only pretest-posttest control group design. The population and sample were 7th-grade students of SMPN in 50 city regency numbering 46 people. Data collection used environmental literacy instruments containing three components that are knowledge, competencies (cognitive skill) and affective. The results showed that data was normal and homogeneous so that based on t-test result showed that there was a significant difference in students' environmental literacy between control and experimental class. The conclusion of the study that implementing science learning with local wisdom approach influenced students' environmental literacy. The implication of this research is teachers should use local wisdom context on relevant science materials to reinforce the concept that students learned.

As the information technology growing so fast, the students in today science classroom is a digital natives student. Science Teacher Education Program in the university is facing the challenges to adapt the situation in order to prepare future science teachers that having the skills to teach those students. The skills for future science teacher are acquired through the pre-service science teacher education program at the university. One of the most important for science teacher's skills is presentation skills using information technology. This study tried to explore the use of video laboratory report to develop pre-service science teacher presentation skills using information technology in Science in Daily Life Course provided by one of the undergraduate teacher education programs. From this study, pre-service science teachers indicated that the use of video in reporting laboratory activity, supported by feedback from the lecturers and YouTube as the media to upload and share their video had enhanced their skills to do laboratory activity presentation in the form of video.

The function of this research was to describe the scientific literacy of junior high school students in integrated science on the theme of air pollution. The method used in this research is descriptive method. Population and sample are junior high school student in Bandung. The instruments are used scientific literacy test, attitude scale and student response questionnaire. The results showed that the average achievement of student' scientific literacy as a whole was 72% (enough category). The achievement of science literacy in the domain of process science for indicators identifies scientific issues is 76%, explains scientific phenomena 74%, and uses scientific evidence 66%. The achievement of scientific literacy in the doamain of content science for acid rain is 78%, environmental contamination 80%, change of matter 74%, global warming 68%, substance characteristics 72%, and acid base 70%. The scientific literacy in the domain of students' attitude toward science as a whole achieves is 76.3% (good category). For indicators to support science inquiry and students' interest in science achieve is a good category outcomes, while for indicators of responsibility for resources and environment achieve sufficient category achievement. Students respond positively to integrated science learning on the theme of air pollution.

Preconception of students about evolution often related to knowledge got from environment and resource surrounding without scientific base. Therefore, it was needed badly to detect misconception on students before the courses so as to determine the direction to overcome it. This qualitatively descriptive study was conducted to get clear picture of student conception in evolution before the course held. And also the probability of misconception. A number of students from Islamic University in Cirebon was involved as participants (n=54). The instrument used consisted of 10 multiple choice with certainty of response index (CRI) and individual interview to analyze the reasons or the causes of misconception. Research results show that the percentages of understand concept (UC), not understand concept (NUC), guessing (G) and misconception (M). It was also found that the percentage of misconception among the students is relatively high (35.7%) from the whole answers given to the test items tested. The highest misconception detected was in Phylogenetic topic. Based on the individual interview it was detected that they have difficulties in certain concepts in sequent: phylogenetic (50%); the origin of living things (24%), natural selection (3.7%) and evolutionary theory (16.6%).

Misconception is students' understanding about particular concept in which student strongly believed but it is not appropriate with scientific theory. However the student did not aware of this inappropriateness. This study aims to identify students' misconceptions of junior high school by using a four-tier test, the sample was grade 9 junior high school student have studied pressure on the substance and liquid topic, with a total sample of nine students. Sampling technique used is purposive sampling. The data obtained through a written test in form of 17 items of four-tier test and interview. Misconceptions were identified using a combination of analysis techniques on a four-tier response test developed by Caleon and Subramaniam. Identified that not all students were found experienced misconceptions, most common misconceptions on item number 12 about pascal principle as much as 6 students. From the interview it is also revealed that the same student misconception on pascal principle. This indicates that the identification of student misconceptions using four tier test analysis is used effectively. Factors that lead to students' misconceptions are students come from the students themselves and from the learning environment of students, especially classmates.

This research aims to produce integrated science teaching material on the topic of environmental pollution and to obtain empiric factors about the advisability of integrated science teaching material to increase environmental literacy and critical thinking. The research method used the Research and Development (R&D).The object of this research was the integrated science teaching material on the topic of environmental and the implementation in Junior High School Student. While the subjects of this research were Junior High School Students grade VII in Bandung. The text books development method used the model for the process of writing instructional materials. This research used instrument assessment of textbook quality and the readability for of their main ideas instrument. Draft I of teaching material was tested in limited field of Junior High School using the readability for of their main ideas instrument, this draft was also validated by 3 lecturers and 10 Junior High School teachers using assessment of textbook quality. Sampling technique used in this research was qualitative. The results of teaching material development showed high quality percentage of 80,24% with excellent criteria, even though, the readability for of their main ideas test showed percentage of 89.1% with high criteria (independent category).

Reasoning skill is one of the high order thinking skill which is needed to accomplish the problems in a logical and coherent way. To measure this skill, the researcher adapted the Lawson's Classroom Test Scientific Reasoning (LCTSR) on pressure concept. There are six aspects related to the reasoning skill that were measured. They are conservation reasoning, proportional reasoning, controlling variables, probabilistic reasoning, correlational reasoning, combinatorial reasoning. The aim of this study is mapping the reasoning skill of the students on answering the test of pressure concept. The research method chosen in this study is descriptive method. This test consist of 12 pairs multiple-choice questions with the pressure content and the reason. The test was employed to 60 students at IX grade of junior high school the academic year 2017/2018. The findings of this study showed that 60% of the students achieved level 1 (concrete operational), 33.3% achieved level 2 (transitional operational) and only 6.7% of them achieved level 3 (formal operational). It means the reasoning skill of the student was low. In order that, mapping the reasoning skill of the student can support the educators to prepare and implement teaching effectively.

Critical thinking and information literacy are skills that need to be developed to deal with the challenges of the 21^st century. This study aimed to produce integrated science teaching materials oriented on critical thinking skills and information literacy. The research method used was Development and Research (R&D) that be limited to preliminary test. Development of teaching materials used the Model for the Process Writing Teaching Materials. There were two kinds of instruments applied in this research, quality questionnaires and comprehension test. The quality of teaching materials assessed by 3 experts and 10 science teachers. The comprehension test was conducted by 30 ninth grade students. All data were analyzed qualitatively. The results showed that the quality of integrated science teaching materials developed in good category with 88.81% and the comprehension of main idea in high category with the percentage of 88.08%, therefore it was feasible to be used in improving critical thinking skills and information literacy of junior high school students.

Indonesian PISA achievement in 2015 was the lowest of the OECD countries. The average of Indonesia students' scores on PISA 2015 for scientific literacy has been evaluated on the ranked of 62 from 69 countries. This PISA achievement must be improved in 2030. The scientific literacy competence of domain demanded students to have the ability to explain scientific phenomena, evaluate and design scientific investigation, interpret data and scientific facts, where learning stage consists of engage, explore, explain, engineer, enrich, and evaluate. The study aims to investigate scientific literacy of students on the topic of water pollution through STEM Based 6E Learning by Design. The research design used poor experimental design with The One-Group Pretest-Posttest. The research subjects were students of VII class in SMPN Bandung. The research instruments used scientific literacy test (pretest and posttest). The technique of data analysis used N-gain test. The result shows that the mean N-gain of scientific literacy is 0.60 (in medium category).

The purpose of this study is to explore the learning science of Junior High School teachers from inquiry-based learning strategy through reflection session during activity of lesson study for learning community program. Reflection is important part of the professional development of teachers through lesson study for learning community that teachers learn science content, didactic, and pedagogy. In lesson study for learning community program, teachers learn science content, learn how to develop lesson design, learn how to deliver the science lesson at real class and teacher learn also how student learn through reflection sessions. Data was collected through video recordings and field note from two classes. Then video recordings was transcribed and analyzed. We found the most discussed reflection theme is 48% about student learning activity. In addition the second most discussed theme of reflection is about the learning phase of 43% and 9% of teachers to reflect on learning content. And then we found that teachers play an important role to facilitate (a) students to engage in scientific investigation, both cognitively and attitude; (b) students to understand and build the concept through collaborative learning. Reflection session helps teachers to learn new teaching strategies from practice and improve student learning outcome.

In science experiment, questioning is a major scientific skill in science classroom practice. Questions that encourage scientific investigation can come from many sources including teachers and students. The purpose of this study is to provide an overview of how the teacher presents the questions and find out the role of teacher's questions in science classroom. This research involves a teacher who taught two science classes at a Junior High School. The learning activities were audio and video recorded. Then recorded was transcribed and analysed. The analysis is devoted to interactions involving questions. Interactional issues related to the way of speaking and questions that encourage student's responses and thinking are discussed in this study. The results show that types and characteristic of teacher's questions involve explication questions, scientific practice questions, explanation questions, and science concept questions. The role of teacher's question are to guide students in building knowledge and help students learn about scientific practice, explain phenomena, and develop explanations of the phenomenon This information provides a description of effective investigation questions in science learning practice, and also useful for teachers in identifying appropriate skills for teacher education and further professional development.

Problem solving ability becomes one of the required in 21^st Century skills. This research is aimed to describe the students' problem solving in one of Junior High Schools in Bandung. This research uses descriptive method. The data was collected using test questions which were developed based on problem solving ability meter according to PISA 2012. The research is conducted towards 40 of 7^th grade students of Junior High School in the second semester of 2017/2018 academic year. The data was analyzed quantitatively and presented in percentage chart. Overall, there were only 27.5% of the students who are able to answer the problem solving question test. 50.25% of the students were able exploring and understanding problem, and 20% students are able to representing and formulating problem; and planning and executing solution. Thus, it can be concluded that the students' problem solving ability in science is still low (30.83%). The identified dominant factor that causes the students' low of problem solving ability is the learning process which has not facilitated the students yet to develop the problem solving ability. This research recommends to test a learning method which can help the learning process which is able to train the problem solving ability.

The change of assessment paradigm from assessment of learning to assessment for learning is an effort to implement formative assessment. Implementation of assessment for learning involves the students to understand and be responsible for their ability, while the teacher acts as their partner that directs the learning process which is integrated with assessment. The formative self and peer assessment provides feedback to direct students to do self-regulation and think criticaly. This study explains that the implementation of formative self and peer assessment has not been optimal so that the results of self-assessment tests of junior high students on critical thinking skills in the average category. Implementation of school learning is based on scientific approach but formative assessment has not been integrated. The critical thinking skills of the students are only supported from the learning process only without scaffolding. Interviews were also conducted with four science teachers indicating that this school has developed a website in the implementation of cognitive and formative assessment, but there is no optimization of the system in it merely to transfer paper media to the website. The availability of media can be an opportunity to present formative self and peer assessment in this school.

A mental model is an inaccurate and complete storage of basic or incomplete knowledge that arises from previous experience and can then develop if one can increase knowledge through the process of cognition. A person's mental model can be changed or modified through the learning process. Therefore, the purpose of this research is to test Predict Observe Explain (POE) strategy to change the mental model of fifth grade in material of light. This research used quantitative research method with quasi experimental design.Population in this research were fifth grade of Jayagiri village, LembangSubdistrict. The sample of this research was class V students in one of the elementary schools of Lembang sub-district. The sampling technique was done purposively. Data collection techniques in this study were objective tests. Meanwhile, the instrument used was a two tier test that has been empirically validated. The data in the study was analyzed with descriptive and inference statistic. Result in this research shows that Predict Observe Explain (POE) strategy has effect on the change of mental model of primary students.

This study aims to investigate junior high school students' scientific literacy on earth science concept through scientific literacy test. The context of earth science in this research consists of layer of earth, earthquake, and volcano. The research instrument employed was 14 multiple choices with four alternative answers that covered 3 competencies of scientific literacy. The participants of this study were 29 students enrolled in grade 8 in a public junior high school in Bandung. The data were analyzed by using descriptive statistics in form of percentage and bar chart. The results show that the average score of each competency in respective way is: 67,59% for explaining phenomena scientifically, 58,62% for evaluating and designing scientific enquiry, and 61,64% for interpreting data and evidence scientifically. The findings could be interpreted that the scientific literacy on earth science concept of the 8^th grade junior high school students was in medium category. This research suggests to develop scientific literacy ability with levels of inquiry as science practices.

Knowledge as a cognitive outcome and academic motivation is directly linked to the affective outcome as attitudes and behaviors. Ecopedagogy as a learning model lead students to enhance the interaction on outcomes. This research focused on the interaction of the motivation and ecological phenomenon to the cognitive and affective outcomes. Validated instruments were used to collect data on motivation, cognitive and affective. Data were analyzed using factorial design with two ways ANOVA model. The result showed the interaction between motivation and ecological phenomena to the cognitive outcome is different to the affective outcome. The different showed on high and low motivation and ecological phenomena as the climate change, the deforestation, and the using energy resources. Through an analysis of interaction, the features of such approaches based eco-pedagogy to ecological phenomena subjects are a discussed.

The flipped classroom approach is applied through moving the lecture outside the classroom via technology while the classroom time is used to engage students in student- centered learning activities such as inquiry and problem-solving activities, developing students to be more active during class sessions. This study aims at determining the effect of modified flipped classroom approach on students' conceptual understanding of students at grade 8 Junior High School. An experimental study with the one group pre-test-post-test design was employed. The group consisted of 34 students, modified flipped classroom approach was used in which the students were given video lessons and worksheets before the class to be done at home. The research data were obtained via the conceptual understanding test. The results showed that based on Wilcoxon test to examine the difference of two data paired obtained Asymp. Sig. (2-tailed) value 0.000 < α = 0.05, meaning that there was a significant difference between students' pre-test and post-test scores. The post-test average score of 78.47 was higher than the pre-test average score of 35.56 with N-Gain score of 0.67, including medium category. Based on these results, modified flipped classroom approach is recommended to be implemented in science learning to improve the students' conceptual understanding.

Communication skills are important part of the curriculum and education programs. This study aims to describe science communication competence of a junior high school student in Cianjur. This research uses a descriptive method. The data analyzed quantitatively and presented in percentage. The result of students' science communication competence test is low. Addressee-oriented communication competency reaches 44.97% and Subject-adequate communication reaches 19.85%. Overall students' science communication competence is very low. There needs to be an improvement over it. One of the factors that cause the result is the lack of learning activities and teaching materials content that oriented to science communication. Researchers recommend improvements to learning activities and teaching materials that oriented to science communication competence.

Given the importance of the ability to argue for students in Natural Science learning, it was necessary to find a solution, which is a method and learning approaches that are expected to develop students' argumentation. One of the methods that could be apply was the Argument Based Science Inquiry (ABSI) learning model with Science Writing Heuristic (SWH) approach. The object of this study was learning natural science by using webbed-based with the theme of environmental pollution. This study aims to obtain a description of students' argument ability in SMPN 1 Malingping. This research was the Quasi Experimental research with Non Equivalent Pre-test Post-test Design type. The subject involved of students' class VII in SMPN 1 Malingping. Experimental class and control class were_given the same test, they were pre-test and post-test. The results showed that the N gain score of students' argument ability in the experimental class was 0.40. While the value of N gain students' argument ability in the control, class is 0.25. The researcher recommended that this research should be done in schools that have excellent classes and regular classes in order to make comparisons clear.

The research aims to describe teacher's ability in teaching science toward project based learning for early childhood (EC) students. The EC teacher's ability in term of using learning model are very useful. The instrument used in this study is teachers teaching ability assessment tool based project learning. This study was conducted on 2 teachers of early childhood education in Bandung. Design the research used is descriptive qualitative. The results obtained indicate that teachers teaching project based science learning have not been compatible with project based learning steps. This happens because the teacher is less understanding of project-based science learning. Thus the ability of early childhood education teachers to understand project based learning in project based science teaching is essential.

This study deals with the impact of lesson study focused on classroom discourse and student cognitive engagement in science classroom. Lesson study has been used as a professional development program where teachers will be able to improve on teacher instructional practices. In this study, lesson study was conducted in two junior high schools for two cylces which a cycle starts from build a lesson design, implementation lesson design in science classroom, reflection, and revise the lesson design. A qualitative approach design in this study provides a detailed look at each aspect of lesson study which showed the impact on classroom and student cognitive engagement in science classroom. Classroom discourse and student cognitive engagement analyzed form transcribed video recordings and measured by EQUIP (The Electronic Quality of Inquiry Protocol). The result showed an increase in student cognitive engagement and the following aspect of classroom discourse : questioning level, complexity of questions, and communication pattern. In general, lesson study was effective to help teacher reflect the lessons and revise the lesson design as a part of lesson study was effective to improve classroom discourse. This study contributes to upgrade teacher instructional practices and student cognitive engagement in the science classroom.

Integrated science learning should master the entire science study holistically and achieve it needs to be implemented collaboratively. This study aims to describe an integrated science course process and the possibility of implementing CSCL learning environments. Qualitative descriptive was used to analyze data. Data were collected using closed questionnaires with interviews added. The results revealed that there were no collaborative discussions during the course by students that lead affect misconceptions and difficulties to learn of integrated science, due to differences in scientific background. The opportunity to implementing CSCL learning environment is relatively wide due to the availability of technology facilities and skills, but it needs training in operating blogs, wikis, scripts, and interactive multimedia as a CSCL strategy.

The aim of the present study is to examine the improvement of creative thinking skill of primary school students in science through project based learning (PBL). This research used quasi experiment with non-equivalent control group design. The study involved 45 fifth grade students at a public primary school in Karawang, West Java. The students were divided into two groups i.e. experimental group (n=24) and control group (n=21). The students in experimental group were given instruction through PBL; meanwhile, the control group were involved in traditional instruction. Creative thinking test was used as pre-test and post-test to both groups. The data were analyzed by using independent sample t-test to compare the creative thinking score between the experiment and the control group. The result showed that the students in experimental group had better creative thinking skill rather than the students in the control group. It can be concluded that project based learning can effectively improve creative thinking skill of primary school students in science class.

Mastery of students' science concepts reflects a basic understanding about science. Misconceptions occur because of a discrepancy between students' conceptual understanding and the actual concept. The purpose of this study is to analyse the misconception of fourth grade students of elementary school on force and movement concept. Based on the results of field analysis, the researchers found data revealing that there was a misconception related to the force and movement concept of fourth grade students. The existence of students' misconceptions will have an impact on misunderstanding in the next lesson. This research uses descriptive research type. Data were collected from 24 students using test instruments and interview. Based on the data analysis, the result shows that students have misconception on force and movement concept, especially about free fall movement, friction force, and force on a non-moving object. This shows that there is still a lot of students' understanding that has not been in accordance with the actual concept of science.

This study aims to describe science teachers understanding about cognitive level on science test items. Subjects of the study were 30 secondary school science teachers from 4 districts in Banten Province, Indonesia. Data were collected from online survey about teacher's ability to determine cognitive levels on five science test items from TIMSS 2013. Teacher's professional development on assessment and higher order thinking skills (HOTS) item development were asked in the survey as well. Blueprint and test booklet from X district were analysed to get information about teachers skills in developing HOTS items. The results showed that the teachers tended to assume items with lower cognitive level as a higher cognitive level items. Teachers from X district claimed that 4 items from summative test were in the level C4. Meanwhile, referred to the item analysis in item construction, it was showed that those 4 items were still classified in the level C2. From the survey results, the average duration for teacher's professional development programs on assessment and HOTS item development is only 5-6 hours at district level (MGMP). The activities in those programs were still lack of direct practice on developing a valid and reliable assessment especially in developing HOTS items. Intensive teachers professional development programs are really needed to improve teachers skills in developing HOTS items.

There are many misconceptions on the concept of photoelectric effect so it is important to reduce these misconceptions using conceptual change texts. In this study, the effectiveness of conceptual change texts on reducing pre-service physics teachers' misconceptions of photoelectric effect will be explained. The conceptual change texts (CCT) are enriched by using animation, simulation video, and data from photoelectric effect experiments in modern physics laboratories. Two texts were tried out on two groups, one experimental group (n=31) and one control group (n=31). Experimental group were given CCT, whereas the control group was give text of modern physics book. Data will be collected by four-tier test and questionnaire. The result of this study will compare two texts in reducing pre-service physics teachers' misconceptions of photoelectric effect.

The 21st Century Education focuses on the development of the competence in creativity, critical-thinking, collaboration and communication. Based on that reason, the argumentation can be one of the solutions to answer this issue since it facilitates the critical-thinking and communication competences. The argumentation is improved by the lesson that has the socio-scientific issue inside the teaching materials. Based on the observation, the teaching materials in Science lesson is still incomplete which has only the material collection from Physics, Chemistry and Biology. Therefore, holistically, those teaching materials has no the socio-scientific issue. This research has the purpose to develop the teaching materials for science through the plastic theme based on the argumentative skill orientation.

The focus of this study is mainly to the involvement of strategic lecturers in five universities in Indonesia that graduate science teachers, as there is relationship between attitude and competency with one's experience in the process of constructing and implementing competency of authentic assessment in science learning and supervising prospective teachers during teaching practice at schools. A number of 63 lecturers in three courses (evaluation, practical works, teaching practice) participated in this study. Data were collected through questionnaire and from lesson plans. Research results show that their attitude toward assessment is good (3.92), also the factors supporting the effectiveness of authentic assessment (3.77), and very good for the objective of the authentic assessment (4.30). It was also found that level of respondent attitude towards "assessment based on each aspects" varied from transitional and close to constructivist for the four aspects. A number of patterns was found that relate assessment and instruction components. from the interview it was found that the lecturers for the two courses (evaluation, practical works) are sure that they have done the assessment properly even though they do not know the relationship, but no clear result about the attitude of lecturers for teaching practice due to the limited number of supervisor with science background who supervise students for KKN at the same time.

The development of digital technology takes place very quickly and gives significant influences in various areas of life including education. The Standards of Academic Qualification and Teacher Competence has integrated the digital literacy on the competences of professional teachers. College has a big hand in equipping teachers with various competencies so that teachers are ready in carrying out their duties as educators. This study aims to identify the digital literacy of preservice science teacher who have attended science lectures. By using the Likert scaled questionnaire and guided interview, the researcher tries to explore five areas of digital literacy consisting of information, communication, content creation, safety, and problem solving. The results of this study indicate the digital literacy of preservice science teacher are in the medium category with the composition; information (2.97), communication (2.95), content creation (2.64), safety (2.63), and problem solving (2.12). It takes program that can stimulate the improvement digital literacy of preservice science teacher in order to able to innovate science learning activities using technology.

The aim of this study is to investigate the effect of brain-based learning on students' motivation in learning the electric circuit. The participants come from one of International school in Bandung, Indonesia. The method used in this research was quasi-experiment which used two classes with one control group and one experimental group. The control class consists of 23 students and the experimental class consists of 26 students. In the experimental class used brain-based learning and the control class used lecture-based learning. The results of this research show that the average gain of the experimental class was 0.033, while the control group was -0.038. The results showed that the motivation in experimental class was statistically different with the control class. Based on this results showed that brain-based learning can be an alternative tool to improve students' motivation.

The purpose of this research improved students' attitude toward science in one of the junior high school at Bandung City after follow science learning used ILD model assisted science magic. Research method is used pre experiment and one group post-test only design. The total sample of this research is 70 students, who were selected randomly in cluster. The instrument of the attitude towards sciences scale in this study is attitude towards sciences scale, which is consist of 30 items and refers to four dimensions. They are interest in science, importance of science in life, interest in advanced study in science, and interest in future career in science. The data was collected used Method of Successive Interval (MSI). The Result of this research showed that implemented ILD model assisted science magic can improve students' attitude toward science in junior high school.

The study aims to investigate students' reasoning ability of junior high school level. This study is quantitative descriptive research. The sample of the study were 178 students of eighth junior high school in Bandung, Indonesia. The samples were chosen by using stratified random sampling technique. A logical thinking test was used as the instrument of this study which consist of five reasoning aspects and every aspect consist of two items. The result indicates that only several students who have formal reasoning ability. There are many students who lack of probabilistic and correlational reasoning.

One of teacher main task is conducting high quality learning process in their classroom. Teacher questioning and feedback in science lesson contribute to make dialogic classroom discourse so that learning process seems more meaningful. As the justice reflection for teacher practice in their class, analysis of lesson transcription was provided to inform the teacher about classroom discussion tendency and the gap for teacher improvement. This data was collected from one junior high school in Bandung, West Java, Indonesia. Three episode of science lesson were videotaped and transcribe. By using Transcript Based Lesson Analysis, teacher questioning, feedback, and student response in classroom were analysed to reveal the discussion tendency whether it authoritative or dialogic. Through this study, teacher can reflect their practices and know how to improve their learning process.

Teacher and peers provide students with multiple learning support that promote social and academic engagement. How to provide appropriate support to student learning is one of focus in lesson study for learning community (LSLC). LSLC emphasizes on reciprocity among student and also between teacher and children. This paper aims to identify profile of learning support during LSLC and analyse the impact of post-lesson discussion to learning support. Research method used in the study is descriptive qualitative. The study was carried out in science lesson which consist of three different science topics. Samples were collected through three videotaped LSLC cycle and those are analysed qualitatively. Required data in this study were field note, transcript of research lesson and transcript post-lesson discussion. The findings in this paper illustrate that during LSLC are 1) post-lesson discussion affect to teachers' initiative in organizing learning support 2) teachers' support influence how student provide support to their peers.

Information Literacy (IL) is one of important skills in 21st century. According to Parthership-21, IL includes the ability to access, evaluate, use and process information. However, there is a presumption that this skill has not been optimally trained in the science learning process. One of the reasons is the difficulty of teachers in teaching and assessing these skills. This qualitative descriptive research is a preliminary study to get the initial IL profile of students so it will be able to provide the action plan and to assess IL in science learning in the classroom. This study was conducted in one of SMPN in West Bandung Regency, which is selected by cluster random sampling. The research instruments are structured description test and observation format of learning process. Profile Analysis is measured by presentation interpretation. The results show that most students can access information, but only a small number of students have the skill to evaluate, use, and process information. Therefore, it is necessary to develop ways on improving students IL skills related to evaluate, use and process information.

This research aims to know the impact of formal operational in system thinking skills on climate change content through climate change course which is using system approach epistemology. The research design is quasi experiment by comparing groups of students with formal pre-operational and operational on two lectures i.e. human and environment (n=34) and Earth and Space Science (n = 30). Testing the level of students reasoning are using reasoning test TOLT and CCSTI (Climate Change System Thinking Instrument) for testing student system thinking skills. The results showed that the level of students' reasoning on the lecture of the human and environment affect the system thinking skills especially Indicators III and IV indicators with a value of Cronbach alpha 0.048< 0.005 and 0.008<0.005 Meanwhile the level of reasoning has no effect on student teachers of physical education with the Cronbach alpha value of 0.005 >. Based on the value of Cronbach Alpha obtained, it can be concluded that it was not a formal knowledge which affects the system thinking skills in climate change content but the prerequisites knowledge and post formal operational.

Metacognitive ability refers to self-cognitive awareness and the process of how cognitive works and how to manage them. The lack of metacognitive ability causes students to get less able to use appropriate learning strategies that will affect the cognitive abilities. This study aims to determine the profile of metacognitive awareness of students of the microbiology course and the relationship between metacognitive awareness and the ability to understand the concept of microbiology. The subjects of the study were 28 students who took microbiology courses at Educational Institutions and Teachers in West Java. The metacognitive data awareness was collected using the Metacognitive Awareness Inventory (MAI) and the understanding ability measured by multiple choice test. Data were analyzed using descriptive statistics. The conclusion shows that students metacognitive ability in the microbiology course is still low. The percentage of student's metacognitive ability criterion showed less indication (32%), enough (43%), good (25%). There is a relationship between the metacognitive awareness criteria and the ability to understand the basic concepts of microbiology. Students who have less and enough metacognitive awareness criteria obtained understanding ability score lower than the good criteria.

Metacognitive skill is acknowledged as one of the factors that can influence the cognitive learning. The link between metacognitive skill and cognitive learning outcomes can be investigated through the use of the specific instructional strategies. Thus, many previous studies had interested to scrutinise it. However, there has been little discussion on the relationship of metacognitive skill and cognitive learning outcome in learning Animal Physiology. This study is a correlational study that revealing the relationship metacognitive skill of student with the cognitive learning outcomes by Vee diagram as a learning strategy. The study was conducted for one semester. The population of this project was college student of Animal physiology FPMIPA UPI Bandung Indonesia, while the sample was single class that was taught by using Vee Diagram-based learning strategy. The findings highlight there is a relationship between metacognitive skill of college students with cognitive learning outcomes in the application of scientific learning. The regression equation based on the results of the data analysis is y = 0,493x + 20.37 with the reliability value of 0.529 which means the contribution of students' metacognitive skill on the cognitive learning is 52.9%, while 47.1% are other factors beyond metacognitive skill. In conclusion, the findings of this study indicate that students' metacognitive skill associated with the cognitive achievement in Vee-Diagram-based learning strategy in Animal Physiology module.

Understanding of pre-service Biology teachers about the structure system of complex plant tissue represented a modest reasoning ability, by doing so, it needed an effort to develop that skill. Training the reasoning skill by using multiple representations supported by argumentative explanations played an important role in understanding complex systems. Nevertheless the existing learning tools were limited to worksheets facilitating learning to understand the concepts of using external representations. The aim of this study was to examine whether instructional support by utilizing multiple representations can help students constructing their reasoning argument framework about complex systems. This study involved 30 pre-service biology teachers, which studying tissue plant system using multiple representations. The data in reasoning argument framework about complex systems were obtained using worksheets, developed according to multi-representation pedagogy and hierarchy of system thinking. The research findings showed that most of the students were able to construct complex, complicated argument frameworks. The use of multiple representations could provide benefits for students obtaining evidence to support complex relationship claims within the system.

Local wisdom is a potential that can be integrated in developing learning models in schools. In West Java, local wisdom Sundanese culture has a particularly high diversity of folk games. This research is focused on developing biology learning model by integrating local wisdom in the form of ethnic folk games Sundanese. This study aims to determine the effect of the learning model that integrates local knowledge Sundanese in improving student learning outcomes. The method used is quasi experiment with quantitative descriptive design. Research subjects consist of students from various levels of education, ranging from elementary school, junior high school and senior high school. The results showed an increase in learning outcomes at all levels, the highest increase in primary school (average N-gain = 0.6), Junior High School (average N-gain = 0.37) and Senior High School ( average N-gain = 0.39). Based on the results of this study can be concluded that the model of biology learning by integrating local wisdom in the form of folk games of Sundanese can improve student learning outcomes. A high increase occurred in elementary school students, based on the results of interviews of elementary students still love learning with the game.

The purpose of 21st Century Education is to prepare students as societies by empowerment high order thinking skills, such as constructs arguments and decision making based on the evidence of Socio-scientific Issues (SSI). However, most teachers have limited experience in teaching SSI in their classes. Research learning through SSI to help limited experience in the teaching SSI has grown in various countries by raising issues related to learning materials in the society case. Literature review studies about SSI in biology learning research are needed to provide recommendation SSI approach in biology learning for preparing students in 21st Century societies.

The aim of this study is to investigate the effect of Project Based Learning through innovative food preservative practices on entrepreneurship attitude and entrepreneurship motivation of preservice teacher. The research used quasi experimental method. Sample was taken by cluster random sampling, where the experiment group were treated by Project Based Learning through practice in laboratory and the control group used conventional practice method. Data obtained from post-test using questionnaire of entrepreneurship attitude and entrepreneurship motivation scale. The results showed that the level of entrepreneurial attitude of the experimental class are in the good category and the entrepreneurship motivation are in the high category. Hypothesis testing using independent t test showed a significant difference between the experiment group and the control class. Implementation of Project Based Learning through the practice of preservative of foodstuff, requires students to be actively involved learning so that students have expertise in the field of utilization of food preservative technology that can be a business opportunity. It can develop entrepreneurial attitude and student entrepreneur motivation.

Improved learning outcomes will be obtained whereby strengthened learning process. One of the things that must be fulfilled in, the strengthening of the learning process is through the use of contextual relevant and hands-on activity-based learning media. One of the learning media that meets the criteria is the butterfly house. The purpose of this research is to focus on how Pre Service biology teacher can improve their creative thinking skills through a series of project-driven activities that lead to fluency thinking, flexible thinking, original thinking, elaboration, and evaluation. The method used in this research is quasi-experimental pre-test-post-test design. The results showed that the ability of the pre-service Biology teacher had a significant improvement in creative thinking skills (thinking fluently, fluid, original, detailing and assessing) after following a series of project-based practicum. The category of increase (N-Gain) is 0.89 which is included in the high category. So it can be concluded that there are significant a differences in creative thinking skills consisting of fluency thinking, flexible thinking, original thinking, elaborating thinking and thinking of evaluating pre-service biology teacher students before using project-based practicum and after being given a project-based practicum.

Aberration in the northern coastal area of Central Java province of Indonesia is at an alarming level. What are the students think about the surrounding environment becomes very important information in increasing the environmental literacy in the region. 329 of students were given a questionnaire and some were interviewed to explore their opinions and verbal commitment to the various environmental issues and actions they could take. There is a variation in the verbal commitment of students who are dominated by willingness to invite others in pollution prevention efforts. Other results indicate that students have low scores on energy saving aspects. So it is necessary to update learning especially those related to environmental literacy.

Self efficacy and self regulation are important for a student in learning activity. This study aims to describe students' self efficacy and self regulation. Using mix method, this study involving 22 students of senior high school. The results showed students' self efficacy abilities are categorized as good and students' self-regulation are categorized as excellent. Correlation test results showed that self efficacy and self regulation inversely correlated (r2 = -.451), means that the lower the students' self-efficacy, the higher the students' self-regulation. Based on these results, it can be concluded that the ability of self-efficacy and self-regulation is important owned by students, because it will indirectly assist in achieving learning objectives. Teacher's roles and strategies are needed to build self-efficacy and student self-regulation.

The learning process that uses less-varied learning model can cause students to feel bored during discourse process. This study aimed to find the right pattern of variation in applying cooperative learning model to improve the student creative thinking and learning motivation. The method was quasi-experiment by using pretest-posttest design. The research conducted at three classes of the fourth-semester students, i.e. classes of experiment I, II and control. Learning process at the class of experiment I used variations of Student Team Achievement Division (STAD), Numbered Head Together (NHT), and Group Investigation (GI) models, experiment II used STAD and GI models, and control used discussion, question-and-answer, and presentation. Essay test and questionnaire were used to collect the data that furtherly were analyzed using ANOVA test. The results showed that a significant difference in student creative thinking among experiment I, II and control classes. Students in experiment I showed the highest creative thinking ability, followed by experiment II and control, respectively. Student learning motivation in the class of experimental I and II was also significantly better than in control class. The findings indicate practicing the variation of cooperative learning models can improve both student creative thinking ability and learning motivation.

Misconceptions on bacteria found in several sub-concepts, i.e. characteristics, structure, classification, form and shape, reproduction, and classification of gram positive and negative bacteria. Textbook is one of the factors that can lead to misconceptions. Textbooks are the teaching aids and sometimes become the only source for student regarding the concepts. The aim of this research is to identify the misconceptions in high school biology textbooks and to categorize the misconceptions in high school biology textbooks particularly on the materials of bacteria. Two textbooks were selected purposively, as the books used in two targeted high schools. The misconception was categorized based on 5 categories according to Hershey, i.e. undergeneralizations, obsolete concepts and terms, oversimplifications, overgeneralizations, and misidentifications. The result shows that there are misconceptions on both textbooks that are 7.4% undergeneralizations, 2.5% oversimplifications, 0.6% overgeneralizations, and 0.6% misidentifications. Since the misconception dominated by categories of undergeneralizations and oversimplifications, it is predicted that it will stimulate difficulties of students to construct the complete concepts.

Development of practical guide is based on the lack of activity, independence, and involvement of students in the implementation of the lab so difficult to construct the understanding of physiological concepts and processes according to the demands of learning achievement. This study aims to analyze the practicality of Practicum Guidance Based Guided Inquiry Approach on Animal Physiology Course. This study uses 4-D model, which consists of four stages, namely define, design, develop and disseminate. The practical analysis is one of the developing stages. Practicality analysis is based on results or data collected through a questionnaire of 62 students and 2 lecturers of Animal Physiology. The practical analysis includes aspects of ease of use, time of execution, interpretation, and equivalence. The results showed that the average of practicality percentage of lecturers was 79.47% and students were 77.00% and both were on practice criteria. The conclusion of the research is Guided Practicum Guidance Based Guided Inquiry on Animal Physiology Course practically used in the implementation of Physiology of Animal Practice in Biology Education Studies Program STKIP PGRI West Sumatra.

Analytical thinking skills are important for students to learning of respiratory system material. This does not only require students to understand the concepts and principles, but also the applications in life. The aim of this research is to determine the analytical thinking of student in working on the question concept of the respiratory system. It used the descriptive method with 74 students as subjects. The instruments used test that based on the Facione's analytical thinking skill indicator. The data process techniques used: score on each question, change the score and grouping the subject levels obtained by value and conclusion. The results show that percentages of students with the category of analytical thinking skills were: the very poor 49%, poor 42%, fair 9%, and there were not obtain students with a good or excellent score of analytical thinking skill. Achievement of students' analytical thinking skills indicators: Interpretation 34.97%, Identifying 41.89%, Generating Hypothesis 11.15%, and Inference 18.24%. In conclusion that the analytical thinking skill of students relatively low. Based on this research suggested needs teacher effort by practice the students to answer analytical questions or using the right strategies that can foster students' analytical thinking skills.

The most common issue in Bio reproduction class was a lack of students understanding about the concepts. This study aimed to compare between 2 instructional media of lesson study, Vee Diagram and mind mapping, which has made a better understanding about Bio reproduction among students, with an implementation of lesson study. The study was conducted in Biology Education Study Program Faculty of Teacher Training and Educational Sciences Pakuan University, on March until May 2017. The second-year students of IVB and IVC were chosen as the participants along with a team of Bio reproduction lecturers as the conductor of the experiment and also as an observer. The topic for the study was Plant Reproduction. The methodology of this study was a quasi experiment. The IVB class used Vee diagram, while IVC class used mind mapping. The study was conducted in two cycles with three steps (plan, do and see). Data were collected by observation, paper and pencil test, and documentation technique. The result showed that a conceptual understanding of IVB was better on average than IVC. Based on the result and data analysis, it can be concluded that Vee diagram can improve a better students' understanding of bio reproduction especially on plant reproduction than mind mapping.

Multiple intelgence is a ability to solve problems and create a products that have cultural values, such as kinesthetic intelligence, interpersonal, verbal linguistics, logical mathematical, naturalist, intrapersonal, visual spatial, and musical. The focus of this research is to know one of the intelligence held by the students of spatial visual intelligence in general biology course. The sample of research is the students of the first semester in year 2017/2018 (N=20). There are two treatments given to the student that is making cell parts both in animal cells and plant cells according a prior knowledge, and concept. The analysis data was statistic descriptive by calculate the mean value and grouping it into three categories that is high, medium, and low. The result of mean obtained for prior knowledge is cell shape 1,2 and 1,6 for a concept. The categorization as follows: prior knowledge about cell shape is high (0%), medium (15%), and low (85%), while on understanding of cells according a concept is high (5%), medium (60%), and low (35%). There is a change on concept understanding in making cell shape once they learn the actual cell shape.

Process evaluation and learning outcomes of biology is a compulsory subject that discusses the process of evaluation in learning and application design and processing of learning outcomes. Some of the problems found in this subject are the students difficult to understand the material and the unavailability of learning resources that can guide students to gain knowledge. Therefore, it is necessary to develop handout based on guided discovery method which can guide and direct students to acquire their knowledge independently. The purpose of this research is to develop handout based on guided discovery method which practical. This type of research is a development research using a 4D model that is limited in the development stage is to see the practicality of the use of handout. Practicality data is taken through the handout practice by students and by lecturers. The instrument used was a questionnaire practicalities of students and lecturers. Data were analyzed by using the percentage formula. The results showed that the average value of the student practicalities questionnaire is 77,64% (practical), and the average value of the lecturer practicalities questionnaire is 93,23% (very practical). Can be concluded that handout based on guided discovery method have been practical.

Practicum activity in the laboratory is one part that cannot be separated from biology learning. Prospective teachers are expected to demonstrate mastery of the four dimensions of multiple competencies, namely task skills, contingency management skills, task management skills, and role or job environment skills. This study aims to develop an assessment to assess the prospective biology teacher's skills and to determine the effectiveness of a comprehensive assessment integrated with the curriculum. This research uses Research and Development method. Research subjects were 40 prospective teachers who were carrying out teaching practice. Data collection technique used was tests, observations and questionnaires. Techniques of data analysis we used were descriptive quantitative analysis and T test. The results of research indicated that practicum activity that had been done could improve the laboratory skill based on multiple competences. The effectiveness of the assessment used to assess student's laboratory skills is quite high. The developed assessment can detail and comprehensively assess laboratory skills based on clear work indicator criteria. The conclusions of the research results show that the assessment of multi competence-based laboratory skills developed is valid, reliable, and effective to be used to assess the laboratory skills of prospective biology teachers.

Instead of constructing knowledge, learning also debriefs the student's skills to be survive in life. Especially in biology learning which has a conceptual structure about life, it is relevant to address the program toward life-long learning orientation. Therefore, debriefing life-long learning is important. As preliminary study, the focus of this article is to investigate the profile of student life-long learning in biology instruction. A number of 22 students in Plant Physiology course from Biology education department in one teacher college in Central Java was involved as participants. Data were collected by using questionnaire with 30 statements representing five standard life-long learning (complex thinking, information processing, effective communication, collaboration, and habits of mind standards). Research result shows that overall, the average score of life-long learning student profile is 2.91 from a maximum score of 4.00. From each standard, the average scores of complex thinking standard (3.14), information processing standard (2.77), effective communication standard (2.89), collaboration standard (3.08), and habits of mind standard (2.69). Based on the data collected, life-long learning profile of students is still quite low especially for habits of mind, information processing, and effective communication. Thus, it is very urgent to develop a program of debriefing life-long learning for next biology courses (Plant Biodiversity and horticulture) for them in near future.

This study aims to describe students' response to project learning with online guidance through Google Classroom on biology projects. This is a descriptive study which involved 35 high school students in the West Bandung regency.The study was conducted from March to April 20018 for 7 weeks. Data were collected using questionnaires and interviews to the students directly.The result of this research is Google Classroom can be used as a medium of online guidance on project learning. Students find it easy to upload their project progress reports and students feel that Google Classroom can be used in the future. Students also find it quite effective if Google Classroom is used to guide students' projects. However, students find it difficult to understand the feedback given by teachers through Google Classroom. The presence of teachers physically was still needed to guide students especially when discussing feedback.

This study aims to describe students'learning motivation, student perceptions and students' ability in designing problem solving of environmental pollution through learning of EDM. This is a descriptive study which involved 60 high school students in the West Bandung regency. Students were divided into two groups: EDM 1 and EDM 2. Students in EDM 1 are given the freedom to choose the tools and materials that will be used in making prototype while the students in EDM 2 are required to choose the tools and materials provided by the teacher. The results showed that students' ability in designing environmental problem solving through learning of Engineering Design Model (EDM) in EDM 1 and EDM 2 was not different (87.2% and 86,6%). Students in the EDM 1 class were superior to the ability to model prototype tools. While students in EDM 2 classes tended to be superior in the ability to identify problems. The result of student perception analysis showed that students in EDM 1 class had more motivation to innovate and had higher creativity than EDM 2 students.

This study aims to determine students scientific reasoning using Student Activity Sheet based on Drawing-based Modeling approach in Biology Education Study Program of Muhammadiyah University of Bengkulu. This study included the type of experimental research. The research design used is Research and Development (R&D) design with 4D model (define, design, develop, disseminate). The subjects of this study were 31 students of Biology Education University Muhammadiyah of Bengkulu. The data collection of scientific reasoning skill is taken by giving multiple choice questions before and after learning and assessed by the rubric of scientific reasoning. Analysis of scientific reasoning data using Anatest version 4.0.9. The results showed the percentage of student's achievement in each category of reasoning, low, moderate, high. It is generally seen that students reasoning ability is in high category, that is 78% of students get high score. The lowest percentage of students reasoning ability achievement is found in justification reasoning that is 22%, while the percentage of students achievement reasoning achievement is the highest in reasoning synthesis, as much as 78%. The results of this study provide a conclusion that the Student Activity Sheet based on Drawing-based Modeling can improve student's scientific reasoning ability.

Development of handbook Problem Based Learning (PBL) oriented in the introduction and laboratory techniques course have been done and obtain very valid results. Therefore, this research is continued in practical test phase. The purpose of this research is to develop the handbook in associated to problem-based learning approach in introductory and laboratory techniques course at practical stage. This research is a development research. The research models and procedures use 4-D (four-D models) development model consisting of 4 stages: define, design, develop, and disseminate. The research data of handbook is obtained from the questionnaire of practicability. Practicality data obtained from the questionnaire by 2 lecturers and 69 students. The result of practicality assessment by the lecturer was 90% (very practical), and the result of the students practicality assessment was 76% (practical). It can be concluded that the result of PBL-oriented handbook practice in introductory and laboratory technique, obtaining very practical value from lecturer and practical from student.

Identification skills are indispensable in field activities. With the approach of etho-morphology assisted smartphone application makes it easier for students to identify Aves in Zoology Vertebrate course. We developed i-bird applications in smartphones that are used to identify the Aves based on their morphology on field activities. The purpose of this research is to describe the ability of student identification in field activity of the course. Using quasi experiment, this research involved 93 prospective Biology teachers which were conducted at Bandung Zoo. The results showed that the identification skills of prospective biology teacher were in sufficient category (2.78). The results of the analysis of several indicators of identification skills indicated that the highest identification is in indicator 1 (I-1 = 3.33) that is to write the morphological characteristics of each species based on morphology. The lowest identification skills indicator was found in indicator 5 (I-5 = 2.49) that is making a simple determination key. The identification skills of prospective Biology teachers are in sufficient category, therefore it needs to be improved in the future with various appropriate approaches or methods. Through questionnaires we found that low ability of students to make simple determination keys due to limitations of camera resolution.

The important of inquiry based learning (IBL) had been investigated, but not the inquiry skills as fundamental skills for students, especially prospective teachers. This descriptive study was carried out to get illustration about the inquiry skills and their knowledge from practical open-guided inquiry in plant anatomy practical works. A number of prospective biology teachers in second semester was involved as participants (n=23). Data were collected through the use of certain instruments to detect inquiry skills and concept mastery got from IBL practical activities. Research results show that the prospective biology teachers can achieve score on inquiry skills as well as concept mastery above the minimum score determined previously (75). IBL laboratory experienced by prospective biology teachers can debrief their inquiry skills and help them in constructing knowledge they need in science instruction.

Critical thinking skill (CTS) are 21st century skills, need to be trained on prospective teachers as stock of life in the future. With online forum discussion apps, prospective teachers apply multifunctional smartphones to help the learning process and practice their critical thinking skills. The role of online discussion forums is studied to investigate students' perceptions of the use of smartphones in supporting the learning process. Nevertheless it is rarely used to investigate the level of CTS of prospective teachers. A quasi experiment study to investigate the level of CTS of students through online discussion forum was conducted on prospective teachers who take Genetics course with 37 prospective teachers selected by purposive sampling a participants. This research focus is implementing online discussion forums through smartphone-assisted applications short message. Problem-based online discussion forums with three different cases are applied on Chromosomal Basic Inheritance Learning. Data acquisition of CTS of prospective teachers is obtained through the participants' responses in responding to problems in the online discussion forum and then analyzed to determine the level of CTS of prospective teachers according to the Facione CTS assessment tool. The prospective teacher's critical thinking skill level increases on the basic of chromosomal inheritance learning properties through online discussion forums.

Ecology is an important part of Biology that addresses all the interactions between living things and the environment. This case study research aims to reveal the structure of written and oral argumentation in grade X students in one of high school in West Java Indonesia on ecology. Research subjects were 42 students and 1 teacher with length of research for 2 months. The referenced argumentation pattern is by Toulmin's Argument Pattern (TAP). The results showed that students' written argument ability are in average structure of claim, data, and warrant pattern. The quality of written argument is quite good with the addition of counter-claim and rebuttal argument counterparts to a particular group in support of the claim. Oral argument capability also shows similar Toulmin's argument structure as written, with no additional structures of qualifier, counter-claim, and rebuttal. The comparison between the two shows that a higher quality is owned by a written argument.

This research aims to identify the potentials of students' creative disposition and the perceived position of their creative disposition in biology learning. Research participants were 72 senior high school students in Mataram, West Nusa Tenggara. Data were collected through questionnaires. The participants were required to complete a closed questionnaire as self-report responses to statements about creative dispositions and position of students' creative dispositions as compared to their peers'. The resulting data were processed qualitatively to determine the categories of creative characteristics and quantitatively t test was used to analysis the effect of creative disposition on students' position of creative disposition. The results showed that students have high category, average and low level creative disposition. The position of the students' creative disposition is influenced by their creative disposition. The male student group shows more creative characters in the persistent domain than in the inquisitive, imaginative, collaborative, and disciplined domains; meanwhile, the female student group exhibits more collaborative character. The student creative disposition importance as base for creative instructional development design.

This reasearch aimed to develop 21st century student research skill by using assessment matrix and guidance through edmodo. An assessment matrix based on a research skill development framework modified by Venning & Buisman-Pijlmann. The study was using mixed method which combine qualitative and quantitative data. Design of the study was embedded experimental. Research subject used 2 class XI in senior high school that consist of RSD1 and RSD2. Instruments that used were assessment matrix and research skill test. The results showed that the students research skill by using assessment matrix were increased with recurring guidance in edmodo application. There was significant difference of research skill scores between class RSD1 and RSD2. The average student score in RSD1 class was higher than average score in RSD2 class. Our finding may aid in reforming 21st century student research skill, particularly in project learning by using assessment matrix and edmodo.

The aim of this study is to improve analyse competency of students through the implementation of cooperative learning jigsaw on metabolism concepts. The cooperative learning jigsaw began with information collecting about the materials assigned to each member of the jigsaw groups, and then each expert gathered in expert groups to discuss the same material and agree on it, ending with sharing among all team members in the jigsaw group. This study used a pre-experimental design pre-test and post-tests group. The metabolism concepts consist of cell respiration and photosynthesis. The results showed that by cooperative learning jigsaw implementation the students analyse competency on metabolism concepts can increase significantly, although this competency is still low. There are increasing team recognition from the good and very good teams, becoming very good and super teams. Thus the implementation of jigsaw cooperative learning can increase metabolism concept analyse of students and team recognition. One of the weaknesses of students is metabolism concepts mastery is less detailed and less integrate concepts each other. It takes a long time in carry out the cooperative learning jigsaw. All students prefer jigsaw cooperative learning.

The environment plays a crucial role for the survival of living things. But now the environment has encountered various problems such as pollution. Some people still wisely manage the environment, the indigenous people Lekuk 50 Tumbi are a good example of the wisdom in managing agriculture and lakes. This can be one solution to deal with environmental problems, namely by applying the local wisdom into learning one of them through biology learning. This study aims to apply local wisdom of indigenous Lekuk 50 Tumbi as a source of biology learning. This research was conducted by survey method through conducting in-depth interview, participant observation, documentation study and field note. Data have been analyzed by triangulation using qualitative analysis of data collection, data reduction and data display. Indigenous peoples Lekuk 50 tumbi manage their farms by maintaining traditions such as ureh padoi, kenduri sko, tauh, mina padoi and managing the lake by applying the rules and customary law and mutual cooperation together by the community. The value of indigenous knowledge of indigenous peoples is implemented as a source of biology learning that is adapted to the basic competencies of learning.

In this 21^st century era student health literacy is becoming increasingly important to improve and can see as an asset for students. Assessment for learning are viewed as powerful levers for improving student health literacy by giving feedback, so student as learners know their strengths and weaknesses and how to improve their learning. This study aimed to investigate Edmodo as Assessment for learning to assess student performance during the biology learning process. Data collection techniques used are teachers and students questionnaires, documentation, and students digestive system tasks based on health literacy indicators. The analytical technique used in this study is descriptive method. The result showed improvement students average score from task 1 to task 2 in every indicators that indicate by using Edmodo students can improve 4 dimension of health literacy indicators based on Partnership-21 Century Skills frameworks.

The aims of this research are to describe the pre-services Biology teacher critical thinking skills, based on learning project to build their sustainable development competencies. This research used survey method. The subject was consists of 19 pre-service teacher on 6^th semester in one of university in Palangkaraya. The instruments using test Laurent Starkey and questionnaire. The data was analyzed using quantitative descriptive analysis technique. The result show that students critical thinking was low (26%) and lower (74%) categories. The other result showed that the instructional has not led to either project base sustainable development or critical thinking during the class. It is suggested to develop project-based learning toward sustainable development to improve critical thinking skills.

Media animation video is one of visualization media that can describe the movement and transformation in a process as process of transport in plant. This study aimed to analyze the pattern of student mental representation when faced with media animation video and its relation to student mental effort. This research is a descriptive research conducted on 33 students of 4th semester who are studying the course of Plant Physiology at one of the University in Bandung, Indonesia. The measurement of mental representation is done by using worksheet CNET-Protocol while the measurement of mental effort is done by using questionnaire subjective rating scale. The analysis shows that there are 3 patterns of mental representation formed by the students when faced media animation video that is one-way linear pattern, simple branched pattern and branched more than two pattern. The analysis of correlation between mental representation and student mental effort show no significant correlation of both. This results describe that pattern of students mental representation formed on the media animation video shows a variety patterns. But in its formation, mental representation is not influenced by the mental effort done by the students but purely from working memory.

Reflective thinking skill is needed by prospective and in-service teachers. A study about developing problem based learning for online tutorial program using Gibbs' reflective cycle and e-portfolio was conducted to enhance reflective thinking skills of biology education students who participated in Plant Development. Development research used in this study was conducted through preliminary study, program development, trial of the program, program revision, and program implementation. This paper will discuss about the results of the program development and the trial of the program that were conducted in 2017. The Program development is conducted through program design development, instrument development, validation of program design and instrument by experts, and program development based on the revised program design. The trial of the program is conducted three times with different strategies to see which strategy is the most effective to be implemented. Based on the results of expert's validation, research results show that the design of programs and instruments can be used as references in the development of the program with some improvements. Based on the trial of the program, the results obtained that the program needs to be improved in terms of setting access between sub-initiation and between initiations.

Lab activity is a critical part of microbiology course for pre-service biology teachers. So far, cookbook microbiology practices were used to be applied instead of inquiry and argument-based activities. Scientific argumentation is not only for socioscientic issues, but also for lab activities for improving students scientific argumentation skills. The aim of this study was to investigate the students' learning experience and scientific argumentation skills in a microbiology argument-based inquiry lab activity. The most probable number (MPN) methods were designed to analyse drinking water samples by detecting the presence of coli fecal bacteria. The observation method was used to assess learning experiences for the students. Meanwhile, scientific argumentation skills were assessed by using argument level criteria from students worksheets and lab report. The lab activity was following 8 steps: 1) introducing the problems and investigation questions; 2) formulating initial group arguments and hypothesis; 3) designing and conducting the experiment; 4) analyzing data and formulating group arguments; 5) enganging in argumentation session 6) writing lab report 7) doing peer-review; and 8) writing revision and evaluating the report. The results showed that the argument-based inquiry lab activity improving students scientific argumentation, especially in making data as evidence for their claims. The students also responded that the activity made them have more undertanding and interest in microbiology.

Research about the impact of quantitative literacy on prospective student reasoning on Plant Anatomy Course has been done. This study implemented lectures program that develop quantitative literacy and analysed its impact on student reasoning. Participants were 24 Biology students and 35 Biology Education students. The development of quantitative literacy in the lectures was done through the activity of quantification of plant anatomical variables through observation. Students observed quantitative aspects including cell size, cell ratio with organelles and crystals, intercellular space size, density and stomatal index. Observation activities continued with discussion based on data obtained. At the end of the lecture the students tested their conceptual reasoning with the instrument of multiple choice questions referring to Marzano indicators and Quantitative literacy. A Correlational analysis indicates that the quantitative literacy of students correlates positively and significantly to the reasoning of plant anatomical concepts.

In practical work, biology prospective teachers often draw the picture which is resulted of their observation about object or phenomena. This study objectives is to describe picture representation of biology prospective teachers practical work on plants anatomy topic based on gender. The research method is a descriptive. The study involves 33 biology prospective teachers of one university in Bandung. The research instrument used rubric of picture assessment and guidance interview. The data were obtained and analyzed qualitatively. The results show that the picture representation of biology prospective teachers generally can be categorized as less category (52%). In five aspects of picture assessment, only completeness aspect of picture that can be categorized as sufficient category, the other aspects of picture can be categorized less. Completeness aspect is drawing the picture with complete information. The other aspects of picture involve authentic, details, proportional size, and the accuracy of picture. Based on gender, the results show that there are difference between male and female of their picture representation. Male can be categorized very less category, whereas female can be categorized less category in the picture representation.

The inquiry ability required by biology teacher in understanding and discussing the concepts of science in the classroom. This ability can be developed by prospective biology teachers during the learning process in college. Qualitative research method with one-shot case study design aims to assess the inquiry ability of 29 prospective biology teachers in free inquiry learning of molecular biology, especially on the DNA Isolation concept. The instrument of data collector is the inquiry ability test with five inquiry indicator, activity observation sheet and practice performance rubric. Data were analyzed by quantitative descriptive technique. The data analysis showed low performance test results for all indicators, moderate scores for inquiry activity and high scores for practice performance. Based on the results can be concluded that free inquiry learning is not maximal in shaping the prospective biology teachers' inquiry ability; low category based on inquiry ability test results, moderate category for inquiry activity aspect and high category for performance of lab work aspect.

The background of this research is that the activity of students at the time of plant anatomy practice is not conducive and the learning process given is not oriented to explore students' multiple intelligence ability, so that the visual, logical-mathematical, physical-kinaesthetic and naturalistic ability of students is still low. This is evidenced through reports of their lab results and their learning activities are still low, but in generally plant anatomy is windows to explore science or science curiosity is not limited. The purpose of this study is to increase student learning activities, improve students 'multiple intelligence, and to find out students' responses to the application of digital microscope assisted smartphone in practicum of plant anatomy. Student learning activity is assessed by using observation sheet, the ability of multiple intelligences is measured by using test in the form of description, and student responses were assessed using a response questionnaire. The result of the research shows that the increase of students 'learning activity has very good criteria. The use of digital assisted microscope can improve students' intelligence ability, and the student response to the use of digital microscope with the aid of smartphones in the plant anatomy practice has very good criteria.

The students' success in understanding the visual representation such as diagram, can be determined by cognitive activities that occurs in working memory. One of the diagrams that are abstract and difficult to understand while studying Biological material is plant metagenesis diagram. The aim of the study is to reveal the types of cognitive activities that relate to knowledge and diagram comprehension while students read mosses metagenesis diagram. Twenty five Biology education students completed mosses metagenesis knowledge test and diagram comprehension test (m = 48,9). Verbal data were collected by Think Aloud Protocol to find several types of cognitive activities while students read mosses metagenesis diagram. Four types of cognitive activities that found and correlated strongly with diagram comprehension, were 1) identifying of image detail (r = 0.917; p <0.01), 2) symbols interpretation (r = 0.862; p <0.01), 3 ) activating prior knowledge (r = 0.703; p <0.01), and 4) inference (r = 0.773; p <0.01). These results indicate the high frequency of identifying image detail, symbols interpretation, activation prior knowledge, and inference contributing to the high understanding of mosses metagenesis diagram. This study also reveals that students' knowledge has contributed highly to students' diagrams comprehension.

Application of diagram convention in learning helps students to understand biological concepts. This diagram is integrated in formation of facts of a concept. The aim of this study was to analyze the correlation between mental representation (MR) of undergraduate students when reading diagram convention with information processing and their knowledge. The 27 participants consist of undergraduate students of biology education in Bandung who are studying plant transport. MR data in form of causal network is obtained through worksheet instrument developed based on CNET protocol while information processing and knowledge through an essay instrument. There's a strong correlation between MR with information processing (r = 0.578; p < 0.05) and MR with knowledge (r = 0.679; p < 0.05). This result indicates that to represent a diagram being studied requires knowledge as a bridge to connect the information contained in the diagram. Important information in diagram is processed in working memory to form causal interactions between information elements and emerge in form of causal network. Two MR patterns are found namely linear (Markov chain) and simple branching (feedback control with a single measurement). Differences in MR patterns indicate the ability of students understand the information contained in the diagram.

Visual representation is a person's ability to represent objects visually while verbal representation is a person's ability to represent objects in writing or oral. This study aims to identify the ability to use a microscope and its relation to the visual and verbal representation of students in representing microscopic objects in anatomy of plant lecture. The type of research used in this research is descriptive research. Research subjects are Biology Education students who register the subject of plant anatomy. The instruments used are general visual and verbal ability's tests, microscope usage rubrics, visual and verbal assessment rubrics, and questionnaires. At the beginning of the lecture 51% of students have the ability to use microscopes in the category of poor. After 5 lecture meetings, the students' ability to use microscope increased to 60% in the category of good. The ability to use microscope is correlated with students' ability to represent objects visually (visual representation) (r = 0.373; p < 0.05) and verbally (verbal representation) (r = 0.669; p < 0.01). The result shows that the ability to use a microscope is not the only factor that contributes to the student's ability to represent microscopic objects both visually and verbally. Several contributing factors are discussed in this paper.

Argumentation in science education have been realized to have connections with many benefits including critical thinking skills. This study explored the implementation of argument-based inquiry activities ini microbiology laboratory course and how the implementation may improve students critical thinking skills. The subject of this research was the fifth semester students of a biology teacher educational institution in Cirebon. The data collected were the students' critical thinking skills using a set of critical thinking skills test in microbiology lab course. The result showed that the students' participation in the microbiology argument-based inquiry laboratory activities significantly improved the critical thinking skills of the students. The aspects of the critical thinking skills that influenced the most by the program was developing and maintaining a position in an issue by analyzing, evaluating and producing explanations.

This study aim to development of M-Learning Vertebrata determination program as media for learning to improve students classification skill and inductive-deductive of reasoning skill. This study used 4-D (define, design, development, and deployment) development method. Results generally show that M-learning Vertebrata determination program for learning have a synergetic effect resulting in enhanced learning. The research findings imply that using mobile learning for study Vertebrate classification had a statistically significant effect on pre-test and post-test achievement scores for increase students classification and reasoning skills. User give the positive response, it means student can operate and simulate M-Learning Vertebrate determination program. Based on validation result from validator expert and trial results, M-Learning Vertebrata determination program has legibility to be used as learning media.

Education in accordance with the development of the 21st century one of which relies on the development of thinking skills. The ability to think critically is one of the basic thinking skills a 21st century student should possess. One of the key indicators of 21st century critical thinking skills is to use appropriate types of reasoning (inductive, deductive, etc.) in various situations. However, based on the results of field studies, students' reasoning abilities are generally low. In addition, students' knowledge of the diversity of plants is low. For that, it needs innovative learning media, one of which is PlantCard. This study is a preliminary study, to analyze students' reasoning ability. Research data were collected by reasoning test and questionnaire of student response to PlantCard media. The results of the preliminary study of the seven reasoning processes measured showed that, the most dominant reasoning achievement was comparing (39.28%), followed by classifying (17.85%) and abstracting (17.85%), constructing support (15.18%), deductive reasoning (7.14%), and error analysis (3.57%). The reasoning ability that has not yet emerged is inductive reasoning (0%). The results of the preliminary study of students' responses showed that they felt helpful after studying the seed plants with the PlantCard media.

The aim of this research is to know how the biotechneur program influences towards creative thinking skills of biology preservices teacher. The lessons were held for 14 lectures, divided into four phases. Each phase contains learning strategies that support the formation of students' creative thinking skills. The subjects in this study is 34 biology preservices teacher who take biotechnology courses at the University of Wiralodra. The instrument used in this research is 5 essay test items of creative thinking skill in biotechnology. The answers are then given a score using assessment guidelines rubric to obtain data in the form of a score at the time before and after learning. The data is then analyzed quantitatively with the result n-gain value in the medium category and in a significant decision. Based on the results of data analysis it can be concluded that the biotechneur program influences towards creative thinking skills of biology preservices teacher, with all the creative thinking aspects has been developed very well. This research has also revealed that biotechnology programs can be combined with entrepreneurship, and not just an enhanced creative thinking skill but also produce biotechnology products that made from local resources and have high economic value.

This research entitled "Application of Think Talk Write Model (TTW) to Improve Communication Ability of Grade XII Students on Biology Learning". This research is a classroom action research that aims to know the level of student communication in oral and written by applying Think Talk Write (TTW) learning model on Growth and Developmental materials in Cycle I and Enzyme (Metabolism) materials in Cycle II. The data of students' oral communication ability is obtained from the observation sheet to observe the achievement of the students' communication ability indicator orally on the learning activity. While the data for students' communication skills in writing obtained by using the test in the form of a description of 10 numbers. Ability to communicate students orally in the first cycle of 53.80%, while in the second cycle increased to 73.02%. While the results of the ability to communicate in writing showed the results of 71.55% in cycle I and increased to 83.97% in cycle II. Based on the results obtained, it can be concluded that the application of Think Talk Learning (TTW) model can improve communication ability of grade XII students in Biology learning.

This study is aimed at discovering the effectiveness of Technological Pedagogical and Content Knowledge (TPACK) framework in establishing master of Embryology concepts and 21^st century teachers' characteristics on students of Biology teacher candidates. The representation of Embryology learning materials were changed into the form of interactive multi-media uploaded on Learning Management System (LMS) Moodle which could be accessed through the internet. The learning taking place using blended learning method was attended by 49 students. The measurement of dependent variables were conducted through LSM and in-class direct observation. The result of the study shows that learning using TPACK framework can enhance the mastery of Embryology concepts significantly (pretest X score = 7.35, posttest X = 15.35, t₍₄₈₎ = 0.74, p < 0.05); and effective in building the character of 21^st- century teacher candidates who have 21^st-century skills.

Certain program in practical work or lecture often 100% achieved but the achievement result seems still very low. The variety of student backgrounds in a private LPTK also worsened the situation. Therefore it was important to detect first their logical thinking ability as their background or their position in intellectual development before they joint certain courses. This preliminary descriptive study was conducted to investigate the logical thinking ability and scientific reasoning level of prospective teachers at two universities in the area of kopertis VI academic year 2016/2017 (n=84). The data on logical thinking was collected through the standardized Test (TOLT) that had been validated for students from middle school up to doctorate degree. The research finding shows that about 38% of the respondents were still in the concrete operational level, 29% in transitional level, and only 33% informal operational level. In general, all indicators of students' logical thinking ability can be revealed by the test with different percentage values. This condition explains why most of the prospective biology teachers at a private university in the area of kopertis VI have difficulties in learning abstract biology concepts, and that this conditions should be handled through direct activities (hands-on) in programs.

This qualitative study aims to explore the traditional knowledge information about the plants used for health of women, the folk classification and the conservation of medicinal plants which do villagers in the Cibodas Lembang West Bandung Regency, West Java Province. The research subjects involved consisted of 66 villagers residing in Cibodas Village. The results show that there are 113 species of medicinal plants used for health of women in this village in various ways of preparation and mode of use. There are about 98 kinds of diseases that generally assisted be made well with medicinal plants. Folk classification of medicinal plants is a horizontal classification with artificial and natural systems. Conservation efforts by society in the form of planting certain medicinal plants along the placenta and planting in the yard and garden. The response of community is very good. They perhaps that diversity of medicinal plant and its conservation can be included to school curriculum as part of biodiversity education.

This study aims to obtain the information about improving of student's problem solving ability and concept mastery after the implementation of authentic assessment through project-based learning of environmental pollution topic. The subject of the study were 10^th grade students consist of 40 students in a senior high school in Bandung. The research method was weak experiment with the one-group pretest-posttest design. The instruments used for this research are the test of problem solving ability and concept mastery, completed with observation sheet, questionnaire as student's responses, product assessment and student's worksheet. Student's problem solving ability was measured by pre-test and post-test questions referred to the problem solving aspect of Marzano while concept mastery was measured by pre-test and post-test referred to Revised Bloom's Taxonomy. Data were analyzed using quantitative way with N-Gain value. Student's problem solving ability showed the point of N-Gain 0,72 while the concept mastery N-Gain 0,70. The results of the study shows that the implementation of authentic assessment through project-based learning can improve student's problem solving ability and concept mastery with high category.

The aim of this research is to study about environmental conservation of Aga Tenganan ethnic group in Desa Pakraman Tenganan Pegringsingan Karangasem Bali. Qualitative descriptive method is carried out in this research. Field observation is done and fifteen respondents including children and adults is selected in this study. Data is collected from questionnaire and interview from respondents. Based on data collected from 15 respondents shows that environmental science education is taught by eldery people (80%) and parents (76%). However, the rubbish and wastes produced by people activities needs more attention. The findings of field study shows that Aga Tenganan are still maintaining their local tradition. It shows with the presence their social practices in meeting places such as bale banjar, bale wantilan and bale subak; awig-awig as a tradition rules; local tradition ceremony Mekare kare related to environment; and forest preservation. High attention of local people in environmental conservation is supported by their environmental science education background.

Free inquiry learning model through field trip activity on Invertebrate Zoology and Macro algae courses for prospective biology teacher's need to be done, as efforts to establish 21st-century skills to compete in globalization era. The skill in the 21st century includes three domains of competence: cognitive, interpersonal, and intrapersonal. The research purpose to describe cognitive, intrapersonal and interpersonal competencies for a prospective biology teacher. This research uses a quantitative approach with survey method for biology students. Data collection through observation and filling questionnaire. Data were analyzed using descriptive analyse. The results showed that cognitive competence includes cognitive process and strategies, knowledge and creativity with a range of values 80-98, while Likert analysis results on intrapersonal and interpersonal competence showed positive results. The conclusion that free inquiry learning model through field trip activity can establish 21^st-century competence needed for a prospective biology teacher.

Mathematical thinking ability of elementary school students is still less than expected. The students need mathematics learning which could encourage them to think mathematically, one of the alternative is open-ended approach. Open-ended approach is an instruction that provide an opportunity for the students to solve the open-ended problems. During the students solve open-ended problem, they need to set their mind using metacognitive strategy. This study aims to explain the use of metacognitive strategy that could be used by the teacher in open-ended approach. The method of this study is literature study which summarizing and analyzing the result of various research that has been done. Using metacognitive strategies will encourage the student to solve the open-ended problem and think mathematically. It is because the students think about their way of thinking in solving the problem through the questions, journal, and mind map. The impact is the metacognitive strategies could be applied in open-ended approach.

The purpose of this research is to know the students mathematical reasoning ability in solving on the concept quadratic equation on Selected Topics Subject of Secondary School in terms of initial students mathematical ability. This research uses qualitative approach with descriptive research type. Sources of data used in this study is a sixth semester students of Mathematics Education FIP UMJ. Technique of collecting data through written test and interview. Based on the result of the research, it can be concluded that First, students with high initial ability categories have a tendency to use inductive and deductive reasoning elements well. Students can solve the problem of quadratic equations in the form of story problems in accordance with the steps of problem solving. Second, students with the medium initial ability categories have a tendency to use inductive and deductive reasoning elements well, but are less able to determine other ways to find answers. Third, students with low initial ability categories have a tendency to use inductive and deductive reasoning elements less well. Students are less able to solve the problem of quadratic equations according to problem solving steps and unable to determine other ways to find answers.

The reflective thinking ability is the students' ability to actively think through rules cautiously to answer questions. The reflective thinking ability is also one of the higher order thinking skills (HOTS) demanded of learners. Through applying the newest national curriculum, the Indonesian government wants students to master the 21st century skills. The types of skills are communication, collaboration, critical thinking and problem solving, and creativity and innovation. This study aims to reveal the students' reflective thinking characteristics with the qualitative method and the descriptive design. Data collection used instruments of test and interview. Subjects in this study were three students of class XI at Senior High School. The research subjects, based on the mathematical ability, were divided into three categories, that are high, medium and low. While the reflective thinking ability is divided into four stages: habitual action, understanding, reflection and critical reflection. The results showed that the student with the high level is at the stage of reflection, the student with the medium level is at the stage of understanding, and the student with the low level is at the stage of habitual action. It can be concluded that students' reflective thinking ability is not yet developed optimally.

The purpose of this study was to determine the mathematics anxiety in urban areas like Jakarta which is the dominant area one of the advanced cities in Indonesia. This study focuses on how the image of mathematics anxiety of students in one junior high school in East Jakarta. This research used questionnaire design with descriptive analysis of qualitative. This study was conducted on 49 students of grade VII and discuss about 4 main indicators of mathematics anxiety, i.e. 1) Mathematics knowledge/understanding related to the things such as the emergence of a mind that he didn't know enough about the mathematics; 2) Somatic related to the changes on the state of the individual body for example like sweating or heart beating fast; 3) Cognitive related to the changes in cognitive a person when dealing with mathematics such as unable to think clearly or be forgotten; 4) Attitude related to the attitudes that arise when someone has mathematics anxiety such as not confident to do the things that are asked or do not want to do it. Data were collected based on questionnaire which has been developed based on the 4 indicators.

Mathematical proving ability is an ability which has function to improve mathematical high order thinking and reasoning skill. This ability consists of two sub-abilities, which are mathematical proof comprehension and mathematical proof construction. Both of the sub-abilities are related each other. To construct mathematical proofs, students need to have good mathematical proof comprehension. Due to the importance of mathematical proof comprehension, a qualitative descriptive study was conducted to describe senior high school students' ability in mathematical proof comprehension. A test was given to 10 students of 11^th grade in one of senior high schools at Bandung, West Java, Indonesia. The students' works were analyzed for each proof comprehension indicator. Overall, the research found four results, the students: (i) were good in giving a reason for each step of proofs; (ii) got difficulties in validating a step of proof; (iii) were good in applying the steps of a proof to prove similar statement; and (iv) failed in determining and proving a notion based on pattern from the given statements. This study concludes that the senior high school students' ability in comprehending mathematical proofs has not been satisfied. In several parts, it needs to be improved during mathematics learning process.

Knowing the two contexts of trigonometry both trigonometry as ratios of right-angle triangle and trigonometry as a function is important to students. Educational research has shown that students could not distingush between these contexts and understand why trigonometry is a function. Study showed that a unit circle context can be a 'glue' between them. However, the transition from the triangle concept to unit circle concept is not well delivered. In this study we propose a lesson design for trigonometric to filling the gap between right triangle context and circular function context. This study is underpinned by the previous research proposed by Altman & Kidron (2017) that describe how is students cognitive process through constructing knowlegde. We also report on the results of a classroom case study in which the design has been implemented and researched through a phenomenological investigation based on interviews, classroom observations. We discuss the task-related difficulties that students faced in their concept development. The results of the study suggest that the design can link between trigonometry as ratios of right-angle triangle context and unit circle context. A consideration of technical support in group work devision is also discussed.

This research aims to analyze of students error on mathematics literacy problems related to trigonometry in secondary school. The error in solving this literacy problem was analyzed based on the types of error by Nolting. This research used descriptive research method and the data in this research were collected through mathematical literacy test and interview. Subjects were selected based on types of error on mathematical literacy test. The results of this research indicate that the types of error made by the student in solving the literacy problems were careless errors, concept errors, and application errors.

An autocognitive conflict (ACC) is an internally anomaly situation based cognitive conflict in doing mathematical problem. It can be described by using a cognitive map. Therefore, this research aims to investigated the ACC that occurs in the thinking structure of undergraduate students while completing mathematics problem and made the ACC map. Based on the think aloud method while doing the task, 68 participants in this research were grupped into two groups, a group of students who had the ACC and who did not experienced the ACC. Subject in this research consist of two subjects form the first group. Based on our indepth interview, we identified that there were two types of internally anomaly situation (IAS), mis-analogical construction based IAS and previous work based IAS. Another finding is that there were three types of anomaly situation management's result: anomaly situation that could not be solved by the student, anomaly situation that could be a trigger of another anomaly situation, and anomaly situation that could be solved by the student. We also indicated that there were three types of the implementations of autocognitive conflict process. They are knowledge updates, the emergence of new anomaly situation, and the divorced of knowledge structure.

This study aims to both designing a modeling task for differential calculus course with a contextual approach and analyzing the results after the task implementation. Interviews were also conducted to six matemathics pre-service teachers. The researchers initially have suspected that the modeling process which occurs would follow the ideal mathematical modeling cycle but this study found that the modeling process did not necessarily follow sequential development according to model construction as described in various mathematical modeling cycles.

This article aims to examine the philosophy of Education for Sustainable Development (ESD) especially on mathematics education. This study is important because education is a key element in realizing quality Sustainable Development (SD) implementation. Mathematics is the key to other fields of science. Therefore, mathematics education plays an important role in realizing Education for Sustainable Development (ESD). This article will outline the importance of Education for Sustainable Development (ESD), philosophy and psychological studies of knowledge, Skills, Issues, perspective, and Value as an important aspect of Sustainable Development (SD), and how mathematics education can support the realization of Sustainable Development objectives. The method used is a study of literature sources relevant to Education for Sustainable Education (ESD). After studying this literature, it will be designed a competency-based mathematics competence Education for Sustainable Education (ESD), then provide training and knowledge to students as research subjects to be able to design a mathematical competency-based evaluation instrument that has been designed, then qualitatively analyzed the results of the instrument evaluation, in terms of creative thinking ability. It is expected that through this program will be obtained a strategic guide in designing evaluation instruments based on Education for Sustainable Education (ESD).

This study aims to determine whether there is an influence of using Knisley learning model with Brainstorming method toward students' mathematics learning achievement. This experimental research conducted in one of junior high schools in South Sulawesi, Indonesia by taking a class randomly from the eight grade. The research was carried out during seven meetings consisted of one pre-test meeting, one post-test meeting and five preferential treatment meetings. Data were analyzed using descriptive and inferential statistical analysis. Based on the score of pre-test and post-test, the students scores show an improvement from low to high category. The average of students score in post-test was complete which was approximately three-fourth of the total percentage, while in reverse, a hundred percent of students' score in pre-test showed students failure to reach a standard completeness score set by school. Furthermore, gain normalization analysis illustrated a well increase of students learning achievement because its values experienced high category. According to those progress and supported by the result analysis of teacher and students activities sheets and students responses sheets to the learning, it can be concluded that that there is an influence of using Knisley learning model with brainstorming method as its result shows a positive change toward the students' mathematics learning achievement.

The aim of this research is to know the effectiveness of students' worksheet based on Realistic Mathematics Education toward reasoning ability. The research was conducted with a quantitative methodology via non-equivalent control group quasi-experimental design. The population is the eight grade students of middle school in Pangkalpinang, Indonesia. The experimental class is treated by using students' worksheet based on RME and the control class is treated by using the conventional students' worksheet. The instrument used in this research is reasoning ability test. Data analysis is done with t test. The results of this research proves that students' worksheet based on Realistic Mathematics Education is effective toward reasoning ability. RME has the characteristics that are starting learning by using real-world context, construct student knowledge, using mathematization process, the existence of student interactivity and integrated learning.