Abstrak. The development of printed media in the form of an encyclopedia was carried out in this study to become a learning solution in schools that still have less IT facilities. Sub material of Invertebrate is one of the materials that is considered difficult because it contains a lot of material and unfamiliar terms, while the lesson hours are few. The inclusion of macro-zoo-benthos diversity in the encyclopedia media for use in schools located close to the aquatic ecosystem is believed to be able to provide more rich concepts for teachers to teach to their students. The success of developing the encyclopedia media as obtained in this study is expected to be able to answer the above problems while at the same time providing a variety of media for the school.Abstract. The development of printed media in the form of an encyclopedia was carried out in this study to become a learning solution in schools that still have less IT facilities. Sub material of Invertebrate is one of the materials that is considered difficult because it contains a lot of material and unfamiliar terms, while the lesson hours are few. The inclusion of macro-zoo-benthos diversity in the encyclopedia media for use in schools located close to the aquatic ecosystem is believed to be able to provide more rich concepts for teachers to teach to their students. The success of developing the encyclopedia media as obtained in this study is expected to be able to answer the above problems while at the same time providing a variety of media for the school.

Along with the development of 21st century technology, we are required to face the industrial revolution 4.0 in which the implementation of learning is expected to be more innovative, critical and creative. With progress in this level of education, superior and good quality human resources can be created in terms of religion, attitudes, and knowledge. The aim of this research is to determine the effect of the STEAM (Science, Technology, Engineering, Art and Mathematics) learning model by using Google Classroom (GC) on students' critical thinking skills at the Biology Education Study Program in the Muhammadiyah University of Bengkulu. This study was pre-experimental research using a one-group pretest & post-test design. The population was fourth-semester students of the Biology Education Study Program at the Muhammadiyah University of Bengkulu especially for the Plant Physiology Course. This study only used one class with a similar sample which consisted of 29 students in the pretest and post-test groups. The data collection used the test to measure students' critical thinking skills involved use essay test. Data were analyzed using the t-test paired samples test (in pairs). Based on the result there was a significant influence from the application of the STEAM (Science, Technology, Engineering, Art and Mathematics) learning model by using Google Classroom (GC) on students’ critical thinking skills at the Biology Education Study Program in the Muhammadiyah University of Bengkulu

Creative thinking skills are important competencies for human life. Therefore, these skills need to be prioritized in learning to prepare a generation that is adept at solving problems and able to deal with future uncertainties. This study aims to empower students' creative thinking skills using the Discovery Learning and Mind Mapping (DILEMMA) model. The study used the Quasy Experiment method with The Matching Only Pretest-Posttest Control Group Design. The research instrument was in the form of type B figural essay questions which were developed based on indicators of Paul E. Torrance's creative thinking skills. Data collection techniques using tests (pretest and posttest), and non-test (observation). Data analysis using t-test (Independent sample T-test). The results of data analysis obtained the value of Sig. 0.00 <0.05, means that H 1 is accepted. Thus, the DILEMMA model has a significant effect on the creative thinking skills of students. Thus, the results of this study can add to the treasury of studies on improving the quality of learning and have practical benefits for teachers to empower students' creative thinking skills.

Learning resources are a component needed in teaching and learning activities. One example of a learning resources often used by teachers and students is books. This study aims to develop a pocket book with a sensory system as a source of independent learning and to determine the effectiveness of a sensory system illustrated pocket book on student learning outcomes in the XI th Grade High School Natural Science Program. This type of research is Research and Development using the 4D Thiagarajan model ( Define, Design, Development and Dissemination ). The effectiveness test used a quasi experimental method with the pretest post-test control group design. The data obtained were both quantitative and qualitative. The results of the validation by material experts scored 95.9 (very feasible), language experts scored 90.77 (very feasible), and layout design experts scored 83.48 (very feasible). The results of the response by the Biology teacher were 99.58 (very feasible), and the results of student responses on individual tests were 97.78, small group tests were 98, and limited field tests were 99.72 under very feasible category. The effectiveness of sensory system illustrated pocket book is seen based on the students' Biology learning outcomes, t-test and N-gain value. The results showed that the sensory system illustrated pocket book as an independent learning resource was very feasible to use in biology learning and was quite effective in improving student learning outcomes in the XI th Grade of High School Natural Science Program.

The ability of understanding important concepts held by educators and learners. This ability is fundamental in achieving one of the outcomes of learning. Their understanding of the concept of ownership is the ability of a person can use in solving a problem that is related to the concept in everyday life. This descriptive study aims to obtain a description of the conceptual understanding of prospective biology educator students through the use of peer and self-assessment in class discussions. The research subjects were 26 prospective Biology educator students of the 2019/2020 academic year who contracted the human body anatomy physiology course. The instruments used consisted of peer and self assessment sheets, lecturer observation sheets and conceptual understanding questions. Data analysis was carried out quantitatively and qualitatively. The results showed that the average peer assessment score was greater than the self assessment, where the peer assessment was in the moderate category (49%) and the self assessmet was in the poor category (34%). There were only 10 students (38.46%) who were in conformity between peer and self assessment with adequate and insufficient categories. The discrepancy was found in 16 students (61.54%) with the category enough, less and very less. The ability to understand the concept of students on each indicator shows different percentage mean. The highest percentage of concept understanding ability indicators is found in the indicators of explaining the concept with its own sentence structure about something that is read or heard clearly / concretely by 64% (Good), while the lowest percentage of indicators of concept comprehension ability is found in the indicators able to connect symbolic forms (pictures, tables, concept maps, diagrams, graphs, mathematical equations, and other formulas) in concepts with other concepts of 51% (Enough).

The physical distancing policy implemented by the government prohibits physical meetings to prevent the spread of the Covid-19 virus including all activities in the educational process. The online learning system is implemented to facilitate teaching and learning activities without physical meetings between lecturers and students. This study aims to analyze online learning from the perspective of the lecturers biology education departement in courses based on pedagogical competences and scientific work skills or practicum activity. Surveys and interviews were used to obtain data with a quantitative approach. The results of the study provide information that:1) online learning still allows interactive activities in class; 2) online learning platforms are used in an integrated by lecturers; 3) WhatsApp Zoom and Google Meet are the most widely used platforms because they support synchronous and asynchronous learning; 4) practical activities are carried out using materials available at students' homes and with the help of practical tutorial videos from lecturers and virtual laboratories. Through the full online learning system for even one semester the lecturers of the biology education departement have carried out the learning process well by always providing feedback and the interactive learning between students and lecturers online with the help of various learning platforms. This study provides information about the information of full online leraning at university.

The development of information technology encourages the Teaching Faculty to produce Pre-service graduates who master professional and pedagogical competences enhanced by Information Communication Technology skills. This development research aims to develop evaluation instruments for digital-based education courses, especially evaluation. The ADDIE model is implemented to compile lesson plans and digital-based evaluation instruments. The research was conducted in five stages, namely the stages of analysis, material design, development, and implementation. The results of implementing digital-based evaluation instruments show efficiency and effectiveness for lecturers because the kahoot application provides direct reports for feedback and respondents are very motivated to answer the next point better and accurately. Respondents were impressed by the kahoot application with text, images, time allocation and also music, it was more attractive for respondents to focus more and think faster. Likewise with google form s with its efficiency and effectiveness for students and lecturers because it immediately reports immediately after the complete answer is submitted along with the output ranking. This research implies the importance of considering the use of digital-based evaluation instruments for better, more efficient, more effective feedback and follow-up for future evaluation courses.

Collaboration skills between students are needed to optimize learning outcomes. Collaboration skills in learning can allow students to exchange information and ideas with their friends, therefore can increasing students' understanding of a material. This study aims to determine the collaboration skills and find out the differences of collaboration skills on science students grade X, XI, and XII in SMA N 07 Surakarta. This study used survey method. Population of this study included all students of grade X, XI, XII, in total 600 students. Stratified proportional random sampling was used as sampling technique with a sample of 20 students at each grade. Student collaboration skills are measured using questionnaires. Data analysis used quantitative description analysis and ANOVA. The results of the study showed that the profile of the X, XI and XII science students' collaboration skills in SMA N 07 Surakarta was in the range of 70-74% or in the high category. There is no difference in the collaboration skills of science students of grade X, XI, and XII (α = 0.412&gt; 0.05).

The challenges of 21st century education today require students to have high-level thinking skills given the many dynamic changes that occur in the field of education. High-level thinking skills are divided into several aspects including critical, creative and collaborative thinking skills. One of the appropriate learning model to improve critical thinking in students is the guided discovery model .The purpose of this study was to determine the implementation of guided discovery. Model in learning genetics to increase higher thinking skills of students of SMAN 1 Lawang which include critical, creative, and collaborative thinking skills. This quasi-experiment was carried out by means of a pre-test and post-test control group design. The sample involved in this study is student of class XII IPA 3 (eksperiment class and student of class XII IPA 4 obtained by purposive sampling techniqueThe results showed that there are differences in the critical, creative and collaborative thinking skills of students who studied with the guided discovery model with a level of significance &lt;0.05. The implementation of the guided discovery model can increase the level of critical, creative and collaborative thinking skills of students of SMAN 1 Lawang. This increase can be seen from the post test results of the experimental class, which are higher than the control class; the ability to analyze the results of the practicum that the experimental class has done; the creativity of students in processing and utilizing laboratory tools and materials; and the collaborative attitude of the students when participating in practicum activities.

This research was conducted on the basis of the results of observations of the science learning process in class, where the interests and learning outcomes of science learning, especially in class IX-3 have not progressed as expected. Low learning interest causes the students' daily test scores to show disappointing results, where the results have not reached the expected Minimum Completeness Criteria standard. The average value of science learning outcomes in grades IX -3 at SMP Percut Sei Tuan only reached 55.1. To overcome this problem, it is necessary to improve by conducting Classroom Action Research. Action research was conducted in class IX-3 SMP Negeri 1 Percut Sei Tuan Jln.Besar Tembung Gang Pendidikan, Percut Sei Tuan District, Deli Serdang Regency. The research lasted for 3 months in the odd semester of the 2017/2018 school year which was carried out in 2 cycles by suggesting 4 stages for each cycle, namely: the planning, implementation, observation and reflection stages. The data obtained from each cycle were analyzed using qualitative and quantitative data analysis. This can be seen from the results of the average observation of student interest in learning science per individual, where students with very high interest in learning are 3.13%, students with high interest categories are 46.87%, students who are interested in learning are 34.37% and students with low interest in learning are 15.63%. Overall, the percentage of interest in learning has not reached 75%. Then continued with the second cycle, it was obtained that the observation interest in learning had increased. This was seen from the results of the average observation of student interest in learning science per individual that had increased. where students with very high interest in learning categories 25% of students with high interest categories 66.67%, students with sufficient interest in learning categories 8.33% overall the percentage of interest in learning has reached above 75%. The results of the first cycle test, there were 24 students (66.67%) who had achieved mastery learning while 12 students (33.33%) had not yet achieved mastery learning. After it is known that there is an increase, it is continued to provide action in cycle II. The results of the second cycle test had increased, the number of students who completed was very large, namely from 36 students, it turned out that 33 students (91.67%) had achieved completeness in learning, only 3 students (8.33%) had not achieved completeness in study.