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Purpose – This study aims to conduct a thorough examination and bibliometric analysis of the scholarly articles on PjBL (Project-Based Learning) and 21st-century skills published from 2020 to 2023. The analysis will specifically concentrate on the global distribution of these articles and identifying any prevailing research patterns or trends. Methodology – Utilizing “PjBL” and “21st-century skills” as search terms, the Scopus database was employed for the analysis encompassing annual publications, nations, institutions, authors, journals, references, and keywords in the field. This analysis was facilitated by VOSviewer and Microsoft Excel 2019 software. Findings – There has been a significant increase in publication volume between 2020 and 2023. Among the 2,472 articles within the Scopus database by the end of October 2023, Indonesia emerged as the primary contributor of publications among all nations. The VOSviewer indicates that the key issues revolve around, project-based learning (PjBL), pedagogy, critical thinking, education, sustainability, higher education, and 21st-century skills. Significance – A comprehensive analysis of the global landscape concerning project-based learning (PjBL) and, between 2020 and 2023, aims to uncover pivotal trends, emerging issues, influential authors, and seminal works in educational research. The anticipated outcomes hold the potential to offer multifaceted insights into PjBL and 21st-century skills, contributing to the exploration of innovative educational methodologies. Additionally, this study’s investigation of specific research inquiries aims to provide a holistic overview, further enriching the understanding of these crucial educational paradigms.

This research aims to synthesize silica-coated nanomagnetite EDTA functionalized (Fe3O4@SiO2-EDTA) to characterize its properties and test its ability to bind Co(II) metal ions. This research was carried out in several steps, including Synthesis of nanomagnetite and characterization via SEM, VSM, XRD, and FTIR; (2) Synthesis of nanomagnetite-coated silica (TEOS) and characterization via SEM, VSM, (3) Synthesis and characterization of silica-coated nanomagnetite with EDTA functionalization (Fe3O4@SiO2-EDTA), and characterization was carried out via SEM, VSM, XRD, and FTIR. (4) Adsorption ability test of Fe3O4@SiO2-EDTA as a Co(II) metal ion adsorbent. EDTA-functionalized silica-coated nanomagnetite was successfully synthesized. Confirmation and characterization of the synthesized material was performed on the basis of the FTIR spectrum band at wavenumber 687 cm-1, which confirmed the formation of magnetite, whereas the absorption band at wavenumber 1092 cm-1 confirmed the formation of a silica coating, and the peak at wavenumber 1617 cm-1 confirmed EDTA functionalization in the material. The peak of the XRD chromatogram is shown in XRD pattern 2, which confirms nanomagnetite, and in silica-coated nanomagnetite, the resulting characteristic peak is the same as the characteristic peak in Fe3O4 except in region 24, which confirms the presence of the silica coating. The magnetization of nanomagnetite before coating was 57 emu/g and that after coating was 48 emu/g. The maximum adsorption ability of the synthesized material for Co(II) ions was 0.1336 mg/g.

Research has shown that most chemistry teachers have misconceptions about covalent bonding. This study investigates whether the cognitive conflict interview technique could persuade teachers to revise their possible misconceptions of covalent bonding. Eight chemistry teachers from different schools participated in this study. Two validated instruments, cognitive conflict technique interview guidelines and the open-ended covalent bonding test, were employed for the data collection. The results showed that the cognitive conflict interviews could facilitate respondents to overcome their misconceptions about covalent bonding. Five of the eight respondents experienced a conceptual change from misconceptions to scientific conceptions, and three others experienced a partial conceptual change. Six concepts which previously caused misconceptions were eliminated and turned into a scientific concept instead. Of the 46 cases of misconceptions, 41 cases turned into scientific conceptions. The result of this study serves as an initial perspective for exploring the effectiveness of cognitive conflict interviews more broadly.

Purpose: This study aims to conduct a thorough examination and bibliometric analysis of the scholarly articles on PjBL (Project-Based Learning) and 21st-century skills published from 2020 to 2023. The analysis will specifically concentrate on the global distribution of these articles and identifying any prevailing research patterns or trends. Methodology: Utilizing "PjBL" and "21st-century skills" as search terms, the Scopus database was employed for the analysis encompassing annual publications, nations, institutions, authors, journals, references, and keywords in the field. This analysis was facilitated by VOSviewer and Microsoft Excel 2019 software. Findings: There has been a significant increase in publication volume between 2020 and 2023. Among the 2,472 articles within the Scopus database by the end of October 2023, Indonesia emerged as the primary contributor of publications among all nations. The VOSviewer indicates that the key issues revolve around, project-based learning (PjBL), pedagogy, critical thinking, education, sustainability, higher education, and 21st-century skills. Significance: A comprehensive analysis of the global landscape concerning project-based learning (PjBL) and, between 2020 and 2023, aims to uncover pivotal trends, emerging issues, influential authors, and seminal works in educational research. The anticipated outcomes hold the potential to offer multifaceted insights into PjBL and 21st-century skills, contributing to the exploration of innovative educational methodologies. Additionally, this study's investigation of specific research inquiries aims to provide a holistic overview, further enriching the understanding of these crucial educational paradigms.

Scientific argumentation is one of the key components of habits of mind, while habits of mind are one dimension of scientific literacy that should be developed in Indonesia. However, the student’s scientific argumentation ability in learning, which has been weak lately, has become a common problem that needs to be solved immediately. The solution can be related to how to evaluate the learning process, construct the problems found in learning, and design learning that can motivate students to argue. This is a descriptive study. It aimed to find out the profile of the early scientific argumentation skills of first-year students who took general chemistry courses at one of the public colleges in West Sumatra. Research instruments consist of four open and semi-closed essay questions. Those were given to 125 chemical education students involved in this study. Data was analyzed by evaluating the students’ written argumentation, which became the research samples by following the Toulmin Argumentation Pattern (TAP), consisting of claim, data, warrant, backing, and rebuttal. The study results show that most students (97.25%) have level 0–3 argumentations skills. While only 2.25% of students have level 4 argumentation skills and 0.5% are at level 5. This means that the early argumentation skills of chemistry students are still low, and only a few students are able to emerge with a rebuttal in the scientific arguments they build. These findings are further used as the basis for designing learning strategies that can improve students’ argumentation skills during the learning process, especially in general chemistry courses, so that their habits of mind and scientific literacy will also increase.

Abstract: The Research on the development of Mobile Apps under the name "La Bird" and its effectiveness on student bird literacy abilities has been carried out. The purpose of this study is to produce a product in the form of Mobile Apps and test the effectiveness of the literacy skills of students. The development model used is the Lee & Ow-en development model following the stages of assessment / analysis, design, develop, implement, and evaluate. The effectiveness of "La Bird" Mobile Apps is carried out with a pre-experimental research design in the form of one group pretest-post test design. The diversity of bird species that are used as content in Mobile Apps is obtained from the exploration results of the composition of bird species in 6 Water Resources of Malang Raya. The data obtained were analyzed based on the average NGain score of bird literacy. The average NGain score of bird literacy score was 0.50, which means that the level of effectiveness of using Mobile Apps on the ability of bird literacy is included in the medium category. Thus the Mobile Apps "La Bird" effectively trains the ability of bird literacy students who take the Ornithology course at the State University of Malang. Abstrak Penelitian tentang pengembangan Mobile Apps dengan nama “La Bird” dan efektivitasnya pada kemampuan literasi burung mahasiswa telah dilakukan. Tujuan penelitian ini adalah menghasilkan produk berupa Mobile Apps dan menguji keefektifan pada kemampuan literasi burung mahasiswa. Model pengembangan yang digunakan yaitu model pengembangan Lee & Owen mengikuti tahapan assessment/analysis, design, develop, implement, dan Evaluate. Efektivitas dari Mobile Apps “La Bird” dilakukan dengan desain penelitian pre-eksperimental berupa one group pretest-post test design. Keanekaragaman spesies burung yang digunakan sebagai konten di dalam Mobile Apps diperoleh dari data hasil eksplorasi komposisi spesies burung di 6 Sumber mata air Malang Raya. Data yang diperoleh dianalisis berdasarkan nilai rerata NGain score literasi burung. Hasil rerata nilai NGain score literasi burung diperoleh sebesar 0,50, artinya tingkat efektivitas penggunaan Mobile Apps terhadap kemampuan literasi burung termasuk dalam kategori sedang. Dengan demikian Mobile Apps “La Bird” efektif melatih kemampuan literasi burung mahasiswa yang menempuh mata kuliah Ornitologi Universitas Negeri Malang.

The purpose of this study was (1) to determine the development of a wordwall game platform on the reaction rate material, (2) to determine the feasibility of a gameification-based wordwall game platform from the results of validator and respondent data. wordwall is an application that can be used as a learning media, learning resource or online-based assessment tool that is attractive to students. The advantage of this application is that it has many templates that teachers can create to develop in the form of games. Wordwall is rarely used in learning media because there has not been socialization and application in the teaching and learning process for teachers. In this study, media development was carried out using wordwall applications on chemicals, namely the reaction rate that will be studied by students. This material contains the concept of reaction rate, factors that affect reaction rate, collision theory and reaction rate equations. The novelty of this study compared to existing research is that this research develops a wordwall medium that focuses on increasing students' interest in learning materials, especially chemistry in the online-based teaching and learning process.The wordwall media validators were 2 lecturers from Nusa Cendana University and the question validators were validated by 2 teachers at SMAN 3 Sidoarjo. The trial subjects were 37 students of high school class XI at SMAN 3 Sidoarjo. The research method used is R&D from the Alessi and Trollip model. Data collection using a google form-based questionnaire filled out online and test results. The data were analyzed by qualitative descriptive and percentage calculation. The results obtained: (1) the value of the validity of the material questions is 90%, (2) the value of media validity is 94%, and (3) the student implementation test score is 81.75%.

TPACK is a trending teacher expertise framework for teaching using digital technology. However, not many studies have revealed the relationship of the seven TPACK factors with demographic factors. This study aimed to determine the effect of gender, teaching experience, place of teaching, and level of education on the perception of TPACK for science teachers. A total of 1,357 high school science teachers were involved in this research. The survey data were analyzed using the Mann-Whitney U and Kruskal-Wallis tests. Overall results show that gender influences the perception of TPACK. On the teaching experience factor, teachers with less than five years of teaching experience have higher perceptions of TK, TPK, TCK, and TPACK. The teacher's workplace significantly differs in perceptions of TK and TCK. Regarding education level, teachers with a master's degree education have a higher and significantly higher TPACK perception than teachers with a bachelor's degree.

Purpose - This study aims to conduct a thorough examination and bibliometric analysis of the scholarly articles on PjBL (Project-Based Learning) and 21st-century skills published from 2020 to 2023. The analysis will specifically concentrate on the global distribution of these articles and identifying any prevailing research patterns or trends. Methodology - Utilizing "PjBL" and "21st-century skills" as search terms, the Scopus database was employed for the analysis encompassing annual publications, nations, institutions, authors, journals, references, and keywords in the field. This analysis was facilitated by VOSviewer and Microsoft Excel 2019 software. Findings - There has been a significant increase in publication volume between 2020 and 2023. Among the 2,472 articles within the Scopus database by the end of October 2023, Indonesia emerged as the primary contributor of publications among all nations. The VOSviewer indicates that the key issues revolve around, project-based learning (PjBL), pedagogy, critical thinking, education, sustainability, higher education, and 21st-century skills. Significance - A comprehensive analysis of the global landscape concerning project-based learning (PjBL) and, between 2020 and 2023, aims to uncover pivotal trends, emerging issues, influential authors, and seminal works in educational research. The anticipated outcomes hold the potential to offer multifaceted insights into PjBL and 21st-century skills, contributing to the exploration of innovative educational methodologies. Additionally, this study's investigation of specific research inquiries aims to provide a holistic overview, further enriching the understanding of these crucial educational paradigms. [ABSTRACT FROM AUTHOR]

A supportive learning model can influence the development of creative thinking skills. Remap-TQ is an acronym for a learning model with stages of reading, concept mapping, and Team Quiz (TQ). The steps of the Remap-TQ learning model are expected to train students' creative thinking skills. The purpose of the study was to determine the contribution of Remap-TQ to students' creative thinking skills in learning biology. This study was a quasi-experimental design with a pretest-posttest non-equivalent control group design. Participants involved in this research were science students from one state senior high school in Jember, East Java, Indonesia, who had been tested for equality. Respondents came from three randomly selected classes, totalling 105 students. The indicators of creative thinking measured are curiosity, fluency, originality, elaboration, flexibility, divergence, messines/risk-taking, and others. The results showed that the Remap-TQ model could improve students' creative thinking more than the TQ model and conventional learning. The posttest mean value of learning with Remap-TQ is 85.89, compared to students taught by TQ of 78.64 and conventional learning of 68.03. The findings of this study can provide new references to educators regarding innovative learning models to develop students' creative thinking skills in learning biology. [ABSTRACT FROM AUTHOR]