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The application of one of the roles of ICT into learning, namely deep source usage, is thought to be able to strengthen the effectiveness of the use of the inquiry model in increasing student self-directed learning skills, which is in line with current global demands. This study aims to determine the effectiveness of an inquiry-based learning model integrated with deep source usage on students' critical, creative thinking and self-directed learning skills. This research was designed using one-group pretest-postest design. The population of this study were students of the Department of Biology Education, Faculty Mathematics and Natural Sciences, Universitas Negeri Yogyakarta who took Environmental Science courses. The results show that there is a difference between pre-test and post-test on students' critical thinking (sig. 0.000) and on students' creative thinking (sig.0.000). However, there is no difference between pre-test and post-test on students self-directed learning skills (sig. 0.101). Based on these results, it can be concluded that free-inquiry-based learning integrated with deep source usage is effectively used in biology learning in environmental science materials to improve students' critical thinking skills, creative thinking skills, and self-directed learning skills. [ABSTRACT FROM AUTHOR]

This study aims to modify the online learning self-efficacy scale (OLSES) developed by Zimmerman and Kulikowich (2016) and apply it to see the self-efficacy profile of students of the Department of Biology Education, Yogyakarta State University in online learning during the Covid-19 pandemic. This research approach is quantitative with a survey method conducted by giving OLSES questionnaires to 84 students from the Department of Biology Education. The OLSES instrument consists of 19 valid questions (Pearson Product Moment value of all items >.215; p <.05) and reliable (Cronbach's Alpha value.902) to be used as a self-efficacy scale in online learning. The results showed that 1 item had a median value of 3, item about the use of online libraries, but the other median items were 4 and 5, that is indicating a high self-efficacy profile of students majoring in biology education. Inferential analysis shows that students' self-efficacy online learning during the Covid-19 pandemic is not influenced by gender (p-value is.989), grade level (p-value is.756), and student study programs (p-value is.725). This study aims to modify the online learning self-efficacy scale (OLSES) developed by Zimmerman and Kulikowich (2016) and apply it to see the self-efficacy profile of students of the Department of Biology Education, Yogyakarta State University in online learning during the Covid-19 pandemic. This research approach was quantitative with a survey method conducted by giving OLSES questionnaires to 84 students from the Department of Biology Education. The OLSES instrument consists of 19 questions that were valid (Pearson Product Moment value of all items >.215; p <. 05) and reliable (Cronbach's Alpha value.902) to be used as a self-efficacy scale in online learning. The results showed that 1 item had a median value of 3, this item was about the use of online libraries, but the other median items had a value of 4 and 5, that was indicating a high profile of self-efficacy in online learning. Inferential analysis showed that students' self-efficacy online learning during the Covid-19 pandemic is not influenced by gender (p-value is.989), grade level (p-value is.756), and student study programs (p-value is.725). [ABSTRACT FROM AUTHOR]