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In 21st Century learning, there are several skills that must be possessed by students, one of which is scientific argumentation skills. Currently the learning process in schools is more oriented towards the delivery of information compared to the development of students' scientific argumentation skills. This is in accordance with the results of observations made at SMAN 1 Kediri, which shows that students' argumentation skills are still low because the biology learning process obtained by students is still limited to listening to teacher lectures and giving assignments or problems that are Low Order Thinking Skills. Based on these problems, there needs to be the development of teaching media in the form of electronic modules based on ASICC learning models. This research aims to develop ASICC-based electronic modules that are practical, effective, and also valid so as to improve students' scientific argumentation skills. The data collection methods used are pretest and post test data along with validation data. Pre-test and pos test data are analyzed descriptively quantitatively with the N-Gain test to see improvements in students' scientific argumentation skills, and qualitative descriptive analysis to evenly score validation results. The study used the Plomp model put forward by Tjeerd Plomp. Based on the results of the N-Gain test obtained the results of scientific arguments with high categories. In addition, the average validation score is obtained, namely validation of materials and languages with a score of 93% of categories is very valid, design and media validation with a score of 71% of categories is quite valid, teacher validation with a score of 93% of categories is very valid, and student validation with a score of 90% is very valid category. So it can be concluded that the ASICC-based electronic module is a practical, effective, and valid teaching medium to improve the scientific arguments of students of class X MIPA SMAN 1 Kediri. [ABSTRACT FROM AUTHOR]

The system of motion is one of the materials in biological learning that is closely related to everyday life. But in fact, there are still many students who have difficulty in learning the system of motion because in learning it is difficult to understand the term and difficulty in understanding the concept. Therefore, student learning activities need to be designed using the ASICC learning model to make it easier for students to understand concepts, increase student involvement in the learning process and be able to develop students' critical thinking processes. This research aims to look at students' critical thinking skills in motion system materials through learning activities designed using the ASICC learning model. The method used in this study is a design research type validation study consisting of three stages, namely preparing for the experiment, experiment in the classroom (pilot experiment & teacher experiment), and restrospective analysis. The subject of this study was a student of class XI MIPA SMA Negeri 7 Kediri. This research instrument is in the form of biology problems, student interviews with teachers disseminated using google form and analysis of students' post test results. The data were analyzed by comparing the Hyphotetical Learning Trajectory (HLT) and what happened during the learning process. The results of this study showed that through a series of activities that have been carried out, learning design using the ASICC learning model can help students in improving the thinking skills of students with 14 students who categorized their thinking skills. [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]

In the 21st century, time management skills are important for everyone. Therefore, time management skills are needed to be empowered through the learning process, including problem-based learning in the classroom. This study was aimed to develop student worksheets in Biology learning resource development lectures and looked for its impacts. The research method used is design research. The problem-based worksheets, critical thinking rubrics, and time management skills rubrics were used have been validated and reliable. This study showed that the use of problem-based worksheets improved both of the students' creativity scores and students' time management skills. The N-Gain score for creativity and students' time management skills were 0.41 and 0.57 respectively. This study also revealed that there was a strong and positive correlation between creativity and students' skills in managing their study time. [ABSTRACT FROM AUTHOR]

Critical thinking is a living thing that currently needs to be empowered in the learning process. The results of a preliminary study at SMAN 1 Kediri showed that learning biology in class X MIPA during the pandemic was only limited to listening to teacher explanations and doing assignments at the Lower Order Thinking Skills (LOTS) level. Based on these problems, the solution that can be done is to develop an e-module based on the ASICC strategy to empower students' critical thinking skills. This study aims to obtain a valid, practical, and effective ASICC-based e-module media to empower the critical thinking skills of class X MIPA A students of SMAN 1 Kediri. This research is development research with the Plomp model. The research data was obtained from a questionnaire on the needs of learning materials from teachers and students, according to the e-module based on the questionnaire results from expert validation, are material and language experts, design and media experts, teacher validation and student responses, implementation of e-module data from the results of students' critical thinking scores. Data analysis with descriptive statistics and descriptions of research results. The results showed that the ASICC strategy-based electronic module was very valid 92% based on material and language validation, valid 78% based on design and media validation, very valid 93% based on practitioner validation. The results of student responses are quite valid 88%. The results of the implementation of the e-module based on students' critical thinking with N gain category are high. The ASICC strategy- based e-module that has been developed is valid, practical, and effective for use in learning [ABSTRACT FROM AUTHOR]