Search

Higher Order Thinking Skills (HOTS) is one of the requirements that must be owned by innovative learning. In its development, teachers are required to be able to choose the right learning strategies, not only in planning and assessment but also in the learning process. This paper explores the lesson plans made by teachers in developing learning that empowers HOTS on plant material in senior high school. The research approach is qualitative research with descriptive methods. The documents used in this study were taken from students taking curriculum and learning design courses. The samples used were eight lesson plans using plant themes. From the results obtained, there are four learning approaches developed, including the scientific, concepts, environmental, and STEM approaches. The learning models developed also vary, including Discovery Learning, Project Based Learning (PjBL), Problem-Based Learning (PBL), and Cooperative Learning. The development of these approaches and models is expected to be an inspiration for biology teachers to develop plant material learning in high school, especially in facing the new challenges of the implementation of a new curriculum in Indonesia called Kurikulum Merdeka. [ABSTRACT FROM AUTHOR]

Effective learning can be defined as learning that successfully achieves learning and students know what they learn. Students' achievement and comprehension can be known by making a reflective. Reflection is one of the competencies that must be mastered by biology pre-service teachers. The ability of reflection is related to the development of the professional behavior of biology teachers to have lifelong learning abilities. Research on the reflection ability of biology pre-service teachers' is still little done in Indonesia. Therefore, it is necessary to conduct research to determine students' reflective writing abilities. The purpose of this paper was to describe and examine what students found valuable experience about the teaching and learning component. The research method used is a qualitative research method. The data collection technique was in the form of a reflective essay which was analyzed using thematic analysis. Overall, biology pre-service teachers reported that teaching and learning in the class is valuable. Four main themes were identified as aspects that students valued: (1) important and special things obtained during the learning process, (2) skills and knowledge gained during learning, (3) confidence and ability to learn independently, (4) the most effective strategies during the learning process. [ABSTRACT FROM AUTHOR]