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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%.

Penelitian ini bertujuan untuk menganalisis bagaimana pembelajaran STEM dilaksanakan di dalam kelas dengan topik sel baterai berbasis bahan alam. Empat bidang keilmuan yang menjadi dasar dalam pembelajaran STEM seperti Science, Technology, Engineering, dan Mathematics, sangat cocok diterapkan pada topik ini. Bahan alam yang digunakan sebagai sumber energi listrik pengganti baterai yaitu lemon, apel, jeruk nipis, kentang, timun, dan tomat. Metode yang digunakan dalam penelitian ini yaitu metode deskriptif kualitatif. Implikasi dari hasil penelitian ini dapat memberikan kontribusi pengembangan pengajaran Sains melalui pembelajaran STEM. This study aims to analyze how STEM learning is carried out in the classroom with the topic of battery cells based on natural materials. The four scientific fields that form the basis of STEM learning, such as Science, Technology, Engineering, and Mathematics, are very suitable to be applied to this topic. Natural materials used as a source of electrical energy to replace batteries are lemons, apples, limes, potatoes, cucumbers, and tomatoes. The method used in this research is the descriptive qualitative method. The implications of the results of this study can contribute to the development of science teaching through STEM learning.

Masalah yang berkaitan dengan praktikum bisa menjadi alasan mengapa siswa tidak dapat memahami kimia dengan baik. Pada dasarnya, dengan melakukan praktikum konfirmatif, siswa menjadi tidak kreatif karena tidak memiliki banyak kesempatan untuk mengeksplorasi percobaan. Selain itu, praktikum di laboratorium nyata tidak menunjang pemahaman konseptual siswa pada tingkat sub-mikroskopis yang merupakan salah satu persyaratan dalam memahami topik kimia seperti asam basa. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan virtual lab berbasis android sebagai sumber belajar bagi siswa SMA pada topik asam basa. Virtual lab dalam penelitian ini dikembangkan dengan mengadaptasi model pengembangan pembelajaran multimedia oleh Lee dan Owens (2004). Tingkat kelayakan virtual lab hasil pengembangan dari segi fungsinya sebagai media pembelajaran berdasarkan hasil penilaian oleh pakar dan pengguna adalah 85,44%; sedangkan dari segi akurasi konsep adalah 84,67%, sehingga virtual lab yang dikembangkan dapat dikategorikan sangat layak untuk diimplementasikan sebagai media pembelajaran. Virtual lab hasil pengembangan diujicoba pada 12 siswa SMA; dan setelah itu mereka diminta untuk memberikan persepsi kuantitatif terhadap virtual lab menggunakan kuesioner dan hasilnya sebesar 89,27%. Hal ini juga mendukung tingkat kelayakan virtual lab sebagai media pembelajaran. Keunggulan virtual lab hasil pengembangan meliputi: (1) dilengkapi dengan pretes untuk mendukung kesiapan siswa sebelum praktikum dan postes untuk mengukur tingkat pencapaian pemahaman siswa setelah menggunakan produk; (2) dilengkapi dengan visualisasi partikulat yang menunjang pemahaman konseptual siswa pada level sub-mikroskopis; (3) dapat digunakan secara linear atau nonlinier dengan memilih menu yang diinginkan; (4) efisiensi alat, bahan dan waktu meskipun simulasi dilakukan sesering yang diinginkan siswa

Abstract: This study aimed to determine the effect and correlation between multiple representation-based learning on problem solving models with initial ability to cognitive learning outcomes of students on the reaction rate material. The research subjects consisted of two classes, namely the experimental and control classes. The instruments used were RPP, LKS and multiple choice cognitive learning achievement tests (25 questions), with very high validity and reliability of 0.83. The results showed that students in the experimental class obtained higher cognitive learning outcomes than the control class, and students' initial ability does not correlate with learning outcomes in both classes with significant scores (0.11 and 0.062)> (0.05). Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh dan korelasi antara pembelajaran berbasis multipel representasi pada model problem solving dengan kemampuan awal terhadap hasil belajar kognitif siswa pada materi laju reaksi. Subjek penelitian terdiri dari dua kelas yaitu kelas eksperimen dan kontrol. Instrumen yang digunakan berupa RPP, LKS dan tes hasil belajar kognitif pilihan ganda (25 soal), dengan validitas sangat tinggi dan realiabilitas 0,83. Penelitian ini menunjukkan hasil bahwa siswa pada kelas eksperimen memperoleh hasil belajar kognitif yang lebih tinggi dibanding kelas kontrol, dan kemampuan awal siswa tidak berkorelasi dengan hasil belajar di kedua kelas dengan nilai signifikansi (0,11 dan 0,062)>(0,05).

Abstract: This research was conducted with the aim of testing the influence of guided inkuiri strategies assisted by interactive multimedia and learning motivation on the learning outcomes of elementary school students. This research uses quasi experimental design. Research subjects of 60 elementary school students. The instruments used were questionnaires to measure the difference in student learning motivation with a reliability level of Croanbach's alpha 0.891 and a multiple choice assessment instrument with cronbach's alpha reliability level of 0.872. The research data was analyzed using the two way ANOVA method. The results of this study (1) there is an influence of student learning outcomes in the experimental class that get the treatment of interactive multimedia-assisted inkuiri strategies with control classes that get conventional treatment, (2) there is an influence between students in the experimental class and controls that have excellent different learning motivation, and (3) there is an interaction between guided and conventional inkuiri strategies with differences in student learning motivation. Abstrak: Penelitian ini dilakukan dengan tujuan menguji pengaruh strategi inkuiri terbimbing berbantuan multimedia interaktif dan motivasi belajar terhadap hasil belajar siswa SD. Menggunakan desain quasi eksperimen. Subjek 60 siswa SD. Instrumen yang digunakan yaitu kuesioner untuk mengukur tingkat perbedaan motivasi belajar siswa dengan tingkat reliability croanbach’s alpha 0,891 dan instrumen penilaian hasil belajar berupa pilihan ganda dengan tingkat reliability cronbach’s alpha 0,872. Data penelitian dianalisis menggunakan metode two way ANOVA. Hasil penelitian ini (1) terdapat pengaruh hasil belajar siswa pada kelas eksperimen yang mendapatkan perlakuan strategi inkuiri terbimbing berbantuan multimedia interaktif dengan kelas kontrol mendapatkan perlakuan secara konvensional, (2) terdapat pengaruh antara siswa pada kelas eksperimen dan kontrol yang memiliki motivasi berbeda, dan (3) terdapat interaksi antara strategi inkuiri terbimbing dan konvensional dengan perbedaan motivasi belajar siswa.

Abstract: This action research was conducted to improve learning motivation and learning outcomes in the fourth-grade students. The study was conducted in two cycles. Based on research in the first cycle showed that: (1) In the observation of implementation the learning by teachers reached 76% (2) the result of the motivation questionnaire reached the number of 73%. (3) The students test at 64%. The data on the cycle I have not achieved the criteria for the successful action yet. So, it was necessary to carry out improvements to the next action, namely cycle II. In the cycle II, it showed that (1) In the observation of implementation, the learning by teachers reached 88. (2) the result of the motivation questionnaire reached the number of 89%. (3) The students test results at 93%. The results of data analysis in cycle II have shown that the success criteria have been reached, so there was no need to continue the next cycle. Abstrak: Penelitian tindakan ini bertujuan untuk meningkatkan motivasi belajar dan hasil belajar siswa kelas IV. Penelitian dilaksanakan dua siklus. Berdasarkan penelitian siklus I menunjukkan bahwa (1) keterlaksanaan pembelajaran oleh guru mencapai 76%, (2) hasil angket motivasi siswa mencapai 73%, dan (3) tes hasil belajar siswa sebesar 64%. Data pada siklus I tersebut belum mencapai kriteria keberhasilan tindakan, sehingga perlu dilaksanakan perbaikan pada tindakan selanjutnya, yaitu siklus II. Pada siklus II menunjukkan bahwa (1) keterlaksanaan pembelajaran oleh guru mencapai 88%, (2) hasil angket motivasi siswa mencapai 89%, dan (3) tes hasil belajar siswa sebesar 93%. Hasil analisis data pada siklus II tersebut menunjukkan bahwa kriteria keberhasilan telah tercapai sehingga tidak perlu dilanjutkan pada siklus selanjutnya.

Abstract: This study aims to determine what misconceptions experienced by students on the topic of reaction rates through diagnostic tests accompanied by interviews and determine the effectiveness of POGIL learning with cognitive conflict strategies in improving misconceptions. The research design used was one group pretest posttest research. The subjects in this study were 32 students of class XI one of the high schools in Sidoarjo who had obtained the reaction rate material. Student misconception data was obtained through a diagnostic test and confirmed by interview. The effectiveness of remidial learning is measured by comparing the percentage of students who experience misconceptions before and after treatment is given. The results showed that the misconceptions found at each subject were the basic concept of the reaction rate of 50%, the reaction rate was 59%, the reaction order was 44%, the collision theory was 38%, while the factors that influenced the findings were the misconceptions found on the main discussion of temperature factors by 41%, a concentration factor of 25%, a surface area factor of 75%, and a catalyst factor by 41%. POGIL learning with cognitive conflict strategies is classified as having a high level of effectiveness in reducing misconceptions. Abstrak: Penelitian ini bertujuan untuk mengetahui miskonsepsi apa saja yang dialami oleh siswa pada topik laju reaksi melalui tes diagnostik disertai dengan wawancara serta mengetahui efektivitas pembelajaran POGIL dengan strategi konflik kognitif dalam memperbaiki miskonsepsi. Rancangan penelitian yang digunakan adalah penelitian one grup pretest postes. Subjek dalam penelitian ini adalah 32 siswa kelas XI salah satu SMA di Sidoarjo yang telah memperoleh materi laju reaksi. Data miskonsepsi siswa didapat melalui tes diagnostik dan dikonfirmasi dengan wawancara. Keefektifan dari pembelajaran remidial diukur dengan membandingkan persentase jumlah siswa yang mengalami miskonsepsi sebelum dan sesudah diberikan perlakuan. Hasil penelitian menunjukkan bahwa miskonsepsi yang ditemukan pada masing-masing pokok bahasan laju reaksi adalah konsep dasar laju reaksi sebesar 50%, persamaan laju reaksi 59%, orde reaksi 44%, teori tumbukan 38%, sedangkan pada faktor-faktor yang memengaruhi laju reaksi ditemukan miskonsepsi pada pokok bahasan faktor suhu sebesar 41%, faktor konsentrasi sebesar 25%, faktor luas permukaan 75%, dan faktor katalis sebesar 41%. Pembelajaran POGIL dengan strategi konflik kognitif tergolong memiliki tingkat keefektifan yang tinggi dalam mengurangi miskonsepsi.

Abstract: This study aims to determine the students' metacognitive knowledge chemistry students who study with Problem Solving-Think Pair Share Learning Models in the experimental class and problem solving learning models in the control class. The study uses a posttest control group design and sample selection uses convenience sampling techniques. Research data in the form of metacognitive knowledge test values measured from test questions in the form of essays each containing three types of metacognitive knowledge. The results has showed that there was a influence of learning models on students' metacognitive knowledge, this effect was seen from the existence of significant differences between students studying in the experimental class. Abstrak: Penelitian ini bertujuan untuk mengetahui pengetahuan metakognitif siswa kimia materi sifat koligatif larutan pada siswa yang belajar dengan model pembelajaran Problem Solving-Think Pair Share di kelas eksperimen dan model pembelajaran Problem Solving di kelas kontrol. Penelitian menggunakan desain Postest Control Group Design dan pemilihan sampel menggunakan teknik Convenience Sampling. Data penelitian berupa nilai tes pengetahuan metakognitif yang diukur dari soal tes berbentuk esai masing-masing berisi tiga jenis pengetahuan metakognitif. Hasil penelitian menunjukkan bahwa siswa yang belajar dengan model pembelajaran Problem Solving-Think Pair Share memiliki pengetahuan metakognitif yang lebih baik dibandingkan yang belajar dengan model Problem Solving.

Abstract: The purpose of this study was to find out effect of learning on critical thinking skills and conceptual understanding of acid-base material. The learning model used was the Level of Inquiry. The quantitative research design using the Quasy experiment method based on the post tett only non equivalent group design was applied in the study. The results do not have a significant effect on critical thinking skills, but the use of animation media in general affects the understanding of concepts. The biggest influence is on the class with the help of dynamic media. Abstrak: Tujuan peneltian yang dilakukan adalah untuk mengetahui pengaruh pembelajaran terhadap kemampuan berpikir ktritis dan pemahaman konsep pada materi asam basa. Model pembelajaran yang digunakan adalah Level of Inquiry. Rancangan penelitian kuantitatif yang menggunakan metode Quasy experiment berdasarkan rancangan post tet only non equivalent group design diterapkan dalam penelitian. Hasilnya tidak memberikan pengaruh yang signifikan terhadap kemampuan berpikir kritis, tetapi penggunaan media animasi secara umum berpengaruh terhadap pemahaman konsep. Pengaruh terbesar terdapat pada kelas dengan bantuan media dinamis.

Abstact: The purpose of this study was to produce instructional media with classroom flipped learning approach and to find out the effectiveness of instructional media developed towards conceptual understanding. The product of the development research is instructional media with classroom flipped learning approach on thermochemistry and coligative properties in the form of an application program executable files (* .exe). This media has content validation score 74 which achieve a good kriteria. There is a significant difference in conceptual understansing between flipped classroom and traditional classroom with a significance value of the Mann Whitney test is 0.00. The average value conceptual understanding of flipped classroom and traditional classroom for are 73 and 62 respectively. Abstrak: Tujuan penelitian adalah menghasilkan media pembelajaran dengan pendekatan pembelajaran flipped classroom dan mengetahui efektivitas dari media pembelajaran yang dikembangkan terhadap pemahaman konsep. Produk dari penelitian pengembangan ini adalah media pembelajaran flipped classroom pada materi termokimia dan sifat koligatif larutan dalam bentuk program aplikasi berupa file executable (*.exe). Media ini memiliki validasi konten dengan skor 74 yang masuk pada kriteria layak. Terdapat perbedaan yang signifikan pemahaman konsep antara flipped classroom dan kelas tradisional dengan nilai uji signifikasi uji Mann Whitney 0,00. Nilai rata-rata emahaman konsep flipped classroom dan kelas tradisional berturut-turut untuk p adalah 73 dan 62.

Natural science, as a fundamental science, requires a series of observations to be understood. For the subject about structure of earth, earthquake, and volcano, the students need the direct observation because the nature of the subject that tends to be abstract. In order for the students to be able to observe directly about the subject of earth that tends to be formed in an abstract concept, therefore the students need the learning media that is able to change that concept into the concrete one moreover also can change it into a fun education for the students. The media that is able to solidify the abstract concept is a media in a form of interactive multimedia. In order to make the students become ecstatic during the learning process, it is a need to do the edutainment approach. Therefore, it is a necessary to do an observation with a purpose to produce the product in a form of interactive multimedia named science edutainment with the topic of earth that is applicable and valid for seventh grade of junior high school students. This research used 4D method without dissemination step. The applicability of the developed product is obtained from the validation of product and the readability test. According to the results of media validation done by the expert, the media was considered appropriate by the percentages of 76.4% for media appropriateness and 88.5% for content appropriateness. On legibility test, it obtained 91.3% by teachers and 93.5% by students, which mean that the media was very appropriate. Hence, the interactive multimedia of science-edutainment on earth topic for the 7th graders of Junior High Schools is considered appropriate and valid.

Asam-Basa adalah salah satu materi penting yang dipelajari di SMA yang mencakup pemahaman konsep dasar dan melibatkan representasi makroskopik, mikroskopik dan simbolik. Hal ini menyebabkan materi asam-basa cenderung sulit dipahami oleh siswa. Kesulitan mempelajari materi Asam-Basa berpotensi menimbulkan miskonsepsi. Oleh karena itu perlu dilakukannya identifikasi miskonsepsi. Penelitian ini merupakan rancangan deskriptif untuk membandingkan keefektifan tes pilihan ganda tiga tingkat terhadap tes pilihan ganda diikuti wawancara dalam mengidentifikasi miskonsepsi asam-basa. Subjek penelitian ini adalah dua kelas homogen dari kelas program IPA pola lima semester SMAN 8 Malang. Hasil penelitian menunjukkan bahwa tes pilihan ganda diikuti wawancara lebih efektif dibandingkan tes pilihan ganda tiga tingkat. Terdapat sembilan miskonsepsi yang dialami siswa, empat diantaranya merupakan miskonsepsi yang belum ditemukan pada penelitian lain.

Gugus fungsi merupakan salah satu materi kimia organik yang masih dianggap sulit oleh sebagian mahasiswa dan memiliki cakupan yang luas. Kesulitan belajar pada materi ini dikarenakan beberapa faktor, yakni:sifat multidimensi materi kimia organik, sikap pebelajar terhadap pembelajaran kimia organik, dan adanya miskonsepsi. Untuk mengatasi miskonsepsi materi gugus fungsi akan digunakan strategi konflik kognitiv. Karakteristik materi yang multidimensional akan lebih efektif bila materi ajar dibelajarkan dengan multipel representasi. Makalah ini akan mengkaji beberapa miskonsepsi yang dialami mahasiswa pada materi gugus fungsi dan keefektivitan strategi konflik kognitiv dalam memperbaiki miskonsepsi tersebut. Metode kajian yang dgunakan adalah studi literatur.

Penelitian ini bertujuan untuk mengetahui perbedaan motivasi belajar dan hasil belajar kognitif antara siswa yang dibelajarkan menggunakan media audio visual pada pembelajaran materi larutan penyangga dengan strategi Problem Posing dengan siswa yang dibelajarkan dengan strategi Problem Posing tanpa menggunakan media audio visual pada pembelajaran materi larutan penyangga. Rancangan penelitian yang digunakan adalah rancangan penelitian eksperimental semu (quasy experimental design). Populasi penelitian adalah siswa kelas XI MAN 2 Kota Batu. Sampel adalah siswa kelas XI IPA 3 dan XI IPA 4 yang ditentukan secara purposive random sampling dengan nilai signifikansi 0,22. Data motivasi belajar siswa diperoleh dari angket motivasi belajar sedangkan data hasil belajar siswa didapat melalui tes yang dilakukan di akhir proses pembelajaran. Analisis data motivasi belajar dan hasil belajar dilakukan menggunakan uji-U Mann Whitney dengan bantuan program SPSS 21.0 for Windows. Berdasarkan hasil penelitian, diperoleh hasil bahwa (1) terdapat perbedaan motivasi belajar siswa yang dibelajarkan dengan strategi Problem Posing menggunakan media audio visual pada materi larutan penyangga. Siswa yang dibelajarkan dengan strategi Problem Posing menggunakan media audio visual memperoleh rata-rata motivasi belajar sebesar 79,84 (kriteria termotivasi) lebih tinggi dibanding siswa yang dibelajarkan dengan Problem Posing tanpa menggunakan media audio visual dengan rata-rata motivasi belajar sebesar 72,63 (kriteria termotivasi); (2) terdapat perbedaan hasil belajar kognitif antara siswa yang dibelajarkan dengan Problem Posing menggunakan media audio visual dengan rata-rata hasil belajar kognitif sebesar 74,25 (kriteria cukup), lebih tinggi dibandingkan dengan rata-rata hasil belajar siswa yang dibelajarkan dengan Problem Posing tanpa menggunakan media audio visual yaitu 58,60 (kriteria kurang).

Abstract: This research aims to determine the effectof think pair share model’s combined whit series picture to telling story ability at fourth grade student in Bunulrejo 01 Elementary School. This research is a experimental research with Post Test Only Design. Research subject includes 63 fourth grade student in Bunulrejo 01 Elementary School. The sampling technique israndom sampling technique. The series picture class is fourth grade students of IV-A. The think pair share model’s class is fourth grade students of IV B. The think pair share model’s combined whit series picture class is IV C. The data obtained were analyzed by using one-ways ANAVA. The results of the research is there is a difference of think pair share model’s combined whit series picture to telling story ability at fourth grade student. Abstrak: Tujuan penelitian ini untuk mengetahui pengaruh model think pair share dipadu gambar seri pada kemampuan bercerita siswa kelas IV. Jenis penelitianini adalah eksperimen dengan menggunakan Post Test Only Desain. Sampel dalam penelitian ini adalah seluruh siswa kelas IV SDN Bunulrejo 01 yang berjumlah 63 siswa. Teknik pengambilan sampel dalam penelitian ini menggunakan teknik acak. Kelas IV-A dibelajarkan dengan menggunakan media gambar seri. Kelas IV-B dibelajarkan dengan menggunakan model pembelajaran think pair share. Kelas IV-C dibelajarkan dengan menggunakan model pembelajaran think pair share dipadu dengan media gambar. Data dalam penelitian ini dianalisis dengan menggunakan one way ANAVA. Hasil penelitian adalah ada perbedaan model pembelajaran think pair share dipadu dengan media gambar seri terhadap kemampuan bercerita siswa kelas IV.

Abstract: This research was aimed to (1) determine the influence of guided inquiry strategy against high-level thinking skills of students and (2) determine the influence of learning styles diverging, assimilating, accommodating, and converging towards a high level thinking skills of students. This research is a quasy experiment. Before starting learning, students were given learning style questionnaires by David Kolb. Students' high level thinking skill was measured through using validated HOTS instruments in the form of 20 multiple choice questions and 5 description questions including analytical skills (C4), evaluation (C5) and synthesis (C6). The results of this research showed that: (1) there was the influence of guided inquiry strategy on high-level thinking skills of students, (2) there was no effect of assimilating, accommodating, diverging and converging learning style towards a high level thinking skills of students, and (3) the students with diverging and assimilating learning styles have a positive response toward guided inquiry learning strategies, while students with accommodating learning styles had a positive response to verification learning. Abstrak: Penelitian ini bertujuan untuk (1) mengetahui adanya pengaruh strategi inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa dan (2) mengetahui adanya pengaruh gaya belajar diverging, assimilating, accommodating, dan converging terhadap kemampuan berpikir tingkat tinggi siswa. Penelitian ini merupakan penelitian eksperimen semu. Sebelum memulai pembelajaran, siswa diberikan angket gaya belajar yang dikembangkan oleh David Kolb. Kemampuan berpikir tingkat tinggi siswa diukur menggunakan instrumen HOTS tervalidasi yang berupa soal 20 pilihan ganda dan 5 soal uraian mencakup kemampuan analisis (C4), evaluasi (C5) dan sintesis (C6). Hasil penelitian menunjukkan bahwa (1) ada pengaruh strategi Inkuiri terbimbing terhadap kemampuan berpikir tingkat tinggi siswa, (2) tidak ada pengaruh gaya belajar assimilating, accommodating, diverging, dan converging terhadap kemampuan berpikir tingkat tinggi siswa, dan (3) siswa dengan gaya belajar diverging dan assimilating memiliki respon positif terhadap strategi pembelajaran inkuiri terbimbing, sedangkan siswa dengan gaya belajar accommodating memiliki respon positif terhadap pembelajaran verifikasi.

Abstract: This paper aims at improving the retention of learners with the use of virtual reality based learning media for solar system topic. The research method used was the 4D Development Model. The results of research were virtual reality reality (VRTS) media products validated by media experts, materials and field application and tested by individuals, small groups, large groups and field trial. The validity test results concluded VRTS media is very valid. The results of trials on aspects of attractiveness and practicality was considered very interesting and practical. The results of product effectiveness concluded that the VRTS media can increase the retention of learners with the average score of the experimental class 79,2 and the control class 62,3 and also the percentage of concept comprehension which reaches 100% in experiment class and 77,3% in control class. Abstrak: Tujuan penelitian ini adalah untuk meningkatkan retensi peserta didik dengan penggunaan media pembelajaran berbasis virtual reality pada topik tata surya. Metode penelitian yang digunakan yakni Model Pengembangan 4D. Hasil penelitian berupa produk media virtual reality tata surya (VRTS) yang divalidasi oleh ahli media, materi dan penerapan lapangan serta diuji coba perorangan, kelompok kecil, kelompok besar dan lapangan. Hasil uji validitas menyimpulkan media VRTS sangat valid. Hasil uji coba pada aspek kemenarikan dan kepraktisan menghasilkan kriteria sangat menarik dan praktis. Hasil uji efektivitas produk ini dapat diambil keputusan bahwa media VRTS dapat meningkatkan retensi peserta didik dengan nilai rata-rata kelas eksperimen 79,2 dan untuk kelas kontrol 62,3 dan juga persentase pemahaman konsep mencapai 100% pada kelas eksperimen dan 77,3% pada kelas kontrol.

Abstract: The objective of this study is to ascertain the effectiveness of ctitical thingking skills (KBK) dan Higher Order Thingking Skills (HOTS) students taught using GDL (Guided Discovery Learning) dan Problem Solving on acid base material. The samples of the study were two classes of eleventh grade at SMAN 5 Banjarmasin. Two tests, Watson-Glases critical thingking test and HOTS test developed by the reasercher were empolyed on those classes as the instruments to obtain the data needed. These instruments considered feasible as it had realibility value of 0,62 and 0,71 with medium categories. The result showed that there were differences in the effectiveness of KBK and HOTS in both reasearch classes. Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas keterampilan berpikir kritis (KBK) dan Higher Order Thingking Skills (HOTS) siswa yang dibelajarkan dengan model pembelajaran GDL (Guided Discovery Learning) dan Problem Solving pada materi asam basa. Sampel pada penelitian ini merupakan dua kelas di SMA Negeri SMAN 5 Banjarmasin. Instrumen yang digunakan terdiri atas tes KBK Watson-Glaser dan tes HOTS yang dikembangkan sendiri oleh peneliti. Reliabilitas instrumen 0,62 dan 0,71 dengan kategori sedang sehingga layak digunakan. Hasil penelitian menunjukkan terdapat perbedaan efektivitas KBK maupun HOTS pada kedua kelas penelitian.

In Zoology course, students often have difficulty to identify several invertebrates. Android-based learning media is currently an alternative way of solving some problems during the learning process. Therefore, android-based learning media that assist students to identify invertebrates was developed in this study. This research method used to research and development model (R&D) developed by Borg and Gall (1983) that consisting 10 steps, that are research and data collection; planning the educational product; developing the product's preliminary form; initial field testing; the first revision of main product; main field testing; operational product revision; operational field testing; final product revision; and dissemination. The validation results from the material expert I, material expert II, and media experts were 96.6%; 94.3%; and 94.7%, respectively. That results concluded I-Invertebrata was feasible for use in learning but requires minor revision. Furthermore, the results of quasi-experimental research that was analyzed by using analysis of covariance test showed the learning motivation of students who use I-Invertebrata is significantly higher than students who do not use I-Invertebrata.

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.

The purpose of this research is to improve the social studies grade IV SDN Blabak 1 Kandat Kediri through the implementation Teams Games Tournament (TGT). This type of research is the Classroom Action Research (PTK). This research is located at Jalan Kediri, Blitar, Kediri Kandat. The subjects in this study were students of class IV SDN Blabak 1 Kandat Kediri totaling 29 children, with the number of students 12 and older schoolgirls 17 children. This study was conducted in 2 cycles and each cycle consisting of 3 meetings. The instrument used was observation completely learning activities by students and teachers. Observation assessment of affective and psychomotor, and cognitive abilities test. Assessment of cognitive cycle students achieve mastery gained 72.23% and cycle II reached 82.75% in psychomotor in the first cycle and reach 69.4% in the second cycle reaches 87.92% for affective students in the first cycle and the second to reach complete 67.23% and 74.13%. The conclusion of this study reveal that through the implementation of TGT in the learning process at school are able to improve learning outcomes IPS fourth grade students at SDN 1 Blabak Kandat Kediri year 2015/2016 on the development of material production technology, communications, and transportation. Tujuan penelitian ini adalah untuk meningkatkan hasil belajar IPS siswa kelas IV SDN Blabak 1 Kandat Kediri melalui penerapan Teams Games Tournament (TGT). Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Lokasi penelitian adalah di Jalan Kediri-Blitar Kandat Kediri. Kemudian subjek dalam penelitian ini adalah siswa-siswa kelas IV SDN Blabak 1 Kandat Kediri yang berjumlah 29 anak, dengan jumlah siswa 12 anak dan siswi 17 anak. Penelitian ini dilaksanakan dalam 2 siklus dan setiap siklus terdiri atas 3 pertemuan. Instrumen yang digunakan adalah lembar observasi keterlaksanaan aktivitas pembelajaran oleh siswa dan guru. Lembar observasi penilaian afektif dan psikomotor anak, serta soal tes kemampuan kognitif. Penilaian kognitif siklus I diperoleh ketuntasan siswa mencapai 72,23% kemudian siklus II mencapai 82,75% pada ranah psikomotor pada siklus I mencapai 69,4% kemudian pada siklus II mencapai 87,92% untuk ranah afektif siswa pada siklus I dan II mencapai ketuntasan 67,23% dan 74,13%. Kesimpulan dari hasil penelitian ini menunjukkna bahwa melalui penerapan TGT dalam proses pembelajaran di SD mampu untuk meningkatkan hasil belajar IPS siswa kelas IV SDN Blabak 1 Kandat Kediri tahun 2015/2016 pada materi perkembangan teknologi produksi, komunikasi, dan transportasi.

Gatra beach is one of the ecotourism beach in Malang that have tidal zones with stone predominant substrate. Rocky substrate is the most crowded area makroorganismenya. Arthropods and Echinoderms have an important role in terms of food sources and ecologically. Given the lack of reporting types of Arthropods and Echinoderms in tidal zones Gatra Beach, the inventory of research done in this area. The aim of this study is inventory Arthropoda and Echinodermata. Results of this research is, overall found 14 species, 13 genera and 11 families of the phylum Arthropoda and Echinodermata. Pantai Gatra merupakan salah satu ekowisata pantai di Kabupaten Malang yang memiliki zona pasang surut dengan substrat dominan batu. Substrat berbatu merupakan daerah yang paling padat makroorganismenya. Arthropoda dan Echinodermata mempunyai peranan penting dari segi sumber makanan maupun ekologi. Mengingat belum adanya pelaporan jenis Arthropoda dan Echinodermata di zona pasang surut Pantai Gatra, maka dilakukan penelitian inventarisasi di daerah ini. Tujuan penelitian ini adalah invetarisasi jenis Arthropoda dan Echinodermata. Hasil penelitian tentang inventarisasi jenis Arthropoda dan Echinodermata di zona pasang surut pantai Gatra Kabupaten Malang, secara keseluruhan ditemukan 14 jenis, 13 genus, dan 11 famili dari filum Arthropoda dan Echinodermata.

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]