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The purpose of this study is to describe whether Education for Sustainable Development (ESD) values have been reflected in the 2013 curriculum at the 8th-grade junior high school level in promoting the development of sustainable education through the theme of healthy food. The analysis was carried out based on data obtained by researchers from student books, syllabus, core competencies (KI), and basic competencies (KD) curriculum 2013 at the junior high school level and a survey of 11 science teachers at the junior high school level from 9 different schools, namely West Java, Central Java, East Java, and West Sumatra. Based on an analysis of the syllabus, basic competencies, and core competencies of the 2013 junior high school curriculum in grade 8, it was found that every KD related to healthy food had reflected ESD values. In the student handbook, it was also found that student activities and projects carried out by students also reflected ESD values. In line with these findings, the survey results show that all teachers stated the importance of teaching students' understanding of healthy food so that students have an awareness of eating healthy foods and promotion of continuing education in science learning. However, the assessment contained in the student handbook has not been able to measure the key competencies that students must have in ESD-based learning. So that a learning process is needed including teaching materials, methods approach used by teachers that can improve students' key ESD competencies. [ABSTRACT FROM AUTHOR]

Scientific argumentation skills are needed by prospective Biology teacher because these skills are related to scientific thinking skills. Previous studies have reported that the ASICC learning models has been developed and effective in improving critical thinking and collaboration skills of students with different academic abilities. This study aims to determine the effect of implementing the ASICC learning strategy on students^ scientific argumentation skills. This research was conducted using a quasi-experimental design with a non-equivalent pre-post-test control group design in three senior high schools in East Java. The instruments used in this study were valid and reliable. Data of scientific argumentation skills were collected and scoring by using the essay test answer sheet. The scoring rubric was arranged by using Toulmin's Argument Pattern (TAP) that consisting of claims, evidence, reasoning, and rebuttal. Ancova was used to analyze the data. Aspects of scientific argumentation were analyzed by using N-Gain. This study revealed that there was a significant difference in the scientific argumentation skills of students with low academic abilities in the experimental and control class. The reasoning and rebuttal aspects of students have increased but are still low. Scientific argumentation skills need to be continuously empowered by applying the ASICC learning model. [ABSTRACT FROM AUTHOR]

Skills to analyze and interpret data from physics investigations are an essential aspect of learning physics. This research was conducted in four senior high schools in Jember district, East Java province, Indonesia. The selection of these schools is based on school accreditation and the standard of the teacher's physics learning process. The accreditation levels of the four schools have been accredited in the excellent category. Data analysis and interpretation is the process of solving the data that has been collected in the investigation activity and then synthesizing it into new knowledge. Students who have these skills will think analytically about hypothesizing activities, synthesizing, finding patterns, and connecting findings with problems. Teachers must know these skills to consider appropriate learning strategies so that student learning activities lead to these abilities. This study aimed to identify the power of high school students to analyze and interpret physics inquiry data on the topic of motion kinematics. The research data were obtained using a multiple-choice written test. The results showed that the students' ability to analyze and interpret the data was still unsatisfactory. Students must be involved in many investigative activities, collecting data, analyzing and interpreting data to formulate conclusions. Investigation-based physics learning activities are an alternative to develop these skills. [ABSTRACT FROM AUTHOR]