Critical thinking skills are one of the four main competencies that must be empowered in the 21 st -Century Learning. This study aimed to describe students' critical thinking skills through the application of blended-problem-based learning (PBL) in the Cell Biology course. The data sources of this research were 28 students who were taking Cell Biology Course in Department of Biology Education, Universitas PGRI Madiun. The research instruments used were 1) observation sheet, 2) interview guidelines, and 3) critical thinking skills test. The study was designed by applying blended-PBL on 12 topics. The data analysis was performed in descriptive qualitative. The results showed that the application of blended-PBL was able to train students to improve their critical thinking skills in term of how to answer the test given. However, further studies need to be done with a wider number of samples and material scope to get more comprehensive information.

The Covid 19 pandemic is a serious problem that must be dealt with immediately. The use of masks is an effort to minimize transmission of viruses between humans. The high demand for masks, especially medical masks, is causing scarcity in the market. Therefore, cloth masks are needed as an alternative for the community to be used daily in the midst of activities facing health crises that occur. The purpose of this community service activity is to transfer sewing skills to the Anyar Village LPM partners who are members of the "Independent Beginner Group" while supporting the efforts of the village change program in producing 1000 pcs masks for the community. The implementation of the activities carried out for 2 weeks includes a site survey, problem analysis, discussion of determining the schedule of activities with the village and partners, socialization of activities to the target target, core activities include opening, training, mentoring and product delivery. The success of this activity was measured from the creation of the participant's skills so that the target of making 1000 masks was achieved. The response of partners to this activity was very well marked by the enthusiasm of the participants ie 100% attendance of participants arrived on time until the activity ended. The community service activity ended with handing over 1000 pcs of masks to the Head of Anyar Village to be distributed to the community.

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<p>Hasil belajar merupakan perubahan perilaku subyek didik yang mencakup bidang kognitif,<br />afektif, dan psikomotor setelah menerima pengalaman belajarnya. Hasil belajar dapat dijadikan sebagai<br />tolok ukur keberhasilan dalam suatu pembelajaran. Salah satu cara yang dapat dilakukan untuk<br />meningkatkan hasil belajar siswa adalah dengan senam otak atau Brain Gym. Senam otak adalah<br />serangkaian latihan gerak sederhana untuk memudahkan kegiatan belajar dan penyesuaian dengan<br />tuntutan sehari-hari yang bertujuan untuk menyatukan pikiran dan tubuh. Dengan gerakan-gerakan<br />Brain Gym dapat diambil potensi belajar yang terpendam di dalam tubuh melalui pengangktifan dan<br />memaksimalkan kedua fungsi belahan otak sehingga terintegrasi dan bekerja dengan baik. Penerapan<br />Brain Gym dalam pembelajaran di kelas dapat dilakukan pada saat sebelum pembelajaran berlangsung<br />atau tahapan pendahuluan, selama proses pembelajaran berlangsung atau tahapan kegiatan inti, dan<br />setelah pembelajaran diberikan atau tahapan penutup. Dengan Brain Gym diharapkan hasil belajar<br />siswa (kognitif, afektif, dan psikomotor) akan menjadi meningkat.</p>

<span lang="EN-US"><span>The present study aimed to investigate the metacognitive ability of students using e-portfolio assessment in project-based learning classes. The projects were a set out a critical analysis based on the selected references (project 1) and set out of field activities based on the selected theme content (project 2). Student metacognitive ability consists of three phases, planning, implementation, and evaluation abilities that were assessed through e-portfolio assignments. There were 87 participants who divided into groups consisted of four to five students, conducted the projects, and submitted the progress of their projects in every decided step into online report assignments. The rubric of metacognition was used to acquire the quantitative score of skill that was separated into six levels category: not yet, at risk, not-really, developing, OK, and super. The result revealed that 44.83% of the students belong to the last three of those levels and the rest are otherwise. The lowest and highest metacognitive ability of the student is “not really” and “developing” respectively. Student metacognitive ability through conducting the project 2 activities is higher than project 1. The findings showed that project-based learning (PBL) enables to foster the student metacognitive ability that developed through e-portfolio-based documents that student conducted during fulfilling all projects assignments.</span>The aim of present study was to investigate the metacognitive ability of student using e-portfolio assessment in the project-based learning classes. The projects were the set out a critical analysis based on the selected references (project 1) and the set out of field activities based on the selected theme content (project 2). Student metacognitive ability consists of three phases, planning, implementation and evaluation abilities that were assessed through e-portfolio assignments. Eighty-seven participants divided into groups consisted of four to five students, conducted the projects, and submitted the progress of their projects in every decided step into online report assignments. The rubric of metacognition was used to acquire the quantitative score of skill that was separated into six levels category; not yet, at risk, not really, developing, OK, and super. The result revealed that 44.83% of the students belong to the last three of those levels and the rest are otherwise. The lowest and highest metacognitive ability of student is "not really" and "developing” respectively. Student metacognitive ability through conducting the project 2 activities is higher than the project 1. The findings showed that PjBl enable to foster the student metacognitive ability that developed through e-portfolio-based documents that student conducted during fulfilling all projects assignments.</span><div class="ms-editor-squiggler" style="color: initial; font: initial; font-feature-settings: initial; font-kerning: initial; font-optical-sizing: initial; font-variation-settings: initial; forced-color-adjust: initial; text-orientation: initial; text-rendering: initial; -webkit-font-smoothing: initial; -webkit-locale: initial; -webkit-text-orientation: initial; -webkit-writing-mode: initial; writing-mode: initial; zoom: initial; place-content: initial; place-items: initial; place-self: initial; alignment-baseline: initial; animation: initial; appearance: initial; aspect-ratio: initial; backdrop-filter: initial; backface-visibility: initial; background: initial; background-blend-mode: initial; baseline-shift: initial; block-size: initial; border-block: initial; border: initial; border-radius: initial; 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border-start-start-radius: initial; inset: initial; box-shadow: initial; box-sizing: initial; break-after: initial; break-before: initial; break-inside: initial; buffered-rendering: initial; caption-side: initial; caret-color: initial; clear: initial; clip: initial; clip-path: initial; clip-rule: initial; color-interpolation: initial; color-interpolation-filters: initial; color-rendering: initial; color-scheme: initial; columns: initial; column-fill: initial; gap: initial; column-rule: initial; column-span: initial; contain: initial; contain-intrinsic-size: initial; content: initial; content-visibility: initial; counter-increment: initial; counter-reset: initial; counter-set: initial; cursor: initial; cx: initial; cy: initial; d: initial; display: block; dominant-baseline: initial; empty-cells: initial; fill: initial; fill-opacity: initial; fill-rule: initial; filter: initial; flex: initial; flex-flow: initial; float: initial; flood-color: initial; flood-opacity: initial; grid: initial; 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The purpose of this research was to determine (1) the effect of e-portfolio use on understanding Biology concepts of students at different academic levels and (2) knowing student responses in the use of e-portfolios. This research is experimental research using a one-shot case study design. Data on understanding students' concepts were collected through the results of learning tests, while student response data were collected through questionnaires. The data analysis used parametric statistics through descriptive statistical analysis and variants. The results of the study show that (1) there are differences in understanding the Biology concept of students at different academic levels (p <0.05), namely understanding concepts at high academic levels is better than at low academic levels ; (2) all students at the level of high and low academic abilities show a positive response to the use of e-portfolio which includes three aspects, namely (a) the benefits of using e-portfolio, (b) completion of tasks, and (c) student attitudes and interests.

The purpose of this study was to develop a curriculum model which included local primacy based on the principles of social reconstruction curriculum in West Nusa Tenggara. This study was a developmental research which adopted and modified Borg & Gall developmental model (1983) with the following stages: (1) needs analysis; (2) model development; and (3) model validation. The results of needs analysis indicated that coral reef materials were the main priority of local primacy integrated into the secondary school curriculum in West Nusa Tenggara. The principles of social reconstruction curriculum were implemented in three components as the result of model design, i.e. learning objectives, learning methods (organizational learning strategies, learning delivery strategies, and learning management strategies), and learning results or assessment. The product design model was embraced in instructional tools consisting of syllabus, topic formulation and basic competence, comic learning materials, and assessment instruments. Based on the assessment qualifications on the instructional tools validation test which included three aspects, namely the content aspect, the display aspect and the accuracy aspect of language use, the mean scores were 3.4, 3.8, and 3.4 respectively. Therefore, the overall instructional tools were in a very good category.

<p class="JRPMAbstractBody">Taman Wisata Perairan (TWP) Gili Matra yang terdiri dari Gili Air, Gili Meno dan Gili Trawangan merupakan lokasi wisata populer dan banyak dikenal oleh wisatawan nusantara dan mancanegara. TWP Gili Matra terkenal dengan pesona pantai dan alam bawah laut yang eksotis terutama terumbu karang. Kerusakan terumbu karang di daerah Nusa Tenggara Barat dan TWP Gili Matra telah terjadi selama kurun waktu 10 tahun terakhir. Kerusakan terumbu karang di TWP Gili Matra disebabkan oleh faktor pemutihan karang (<em>coral bleaching</em>), pengeboman ikan, dan pelepasan jangkar. Akibat kerusakan ekosistem terumbu karang di TWP Gili Matra dikhawatirkan berpengaruh terhadap aspek sosial ekonomi masyarakat sekitar. Pelestarian ekosistem terumbu karang melalui pembentukan kesadaran telah dilakukan oleh Sukri (2016) melalui penyusunan bahan ajar berbasis keunggulan lokal di Sekolah Dasar Gili Matra. Upaya ini diharapkan dapat menumbuhkan kesadaran sejak dini kepada peserta didik akan pentingnya keberadaan dan upaya pelestarian ekosistem terumbu karang di Gili Matra. Bahan ajar yang telah disusun tersebut perlu divalidasi untuk memperoleh bahan ajar siap pakai yang memilik kelayakan dari berbagai aspek seperti penggunaan bahasa yang baik dan benar, kebenaran isi atau substansi, dan aspek tampilan dan penyajian. Berdasarkan hasil uji validasi isi atau substansi bahan ajar, diketahui bahwa secara keseluruhan substansi atau isi bahan ajar telah sesuai dan berada pada kategori sangat baik (rerata skor = 3,4), sedangkan dari segi ketepatan penggunaan bahasa, bahan ajar yang telah disusun berada pada kategori sangat baik (rerata skor = 3,5), dan dari segi kelayakan penyajian dan tampilan, bahan ajar berbasis keunggulan lokal yang telah disusun berada pada kategori sangat baik (rerata skor = 3,8). Secara keseluruhan, baik dari aspek isi atau substansi, ketepatan penggunaan bahasa, dan kelayakan penyajian dan tampilan, bahan ajar yang telah disusun berada pada kategori sangat baik dan layak untuk digunakan.</p>