This study aims to determine the effectiveness of the STEAM (Science, Technology, Engineering, Arts, and Mathematics)-based biotechnology module equipped with flash animation for learning biology in high school. This research was conducted in a high school, involving 32 students of Year XII. The research design was the design model for development of R2D2 with one group pretestposttest design as effectiveness tests. This study utilized a learning design, biotechnology modules equipped with flash animation, instrument testing, validation sheet and questionnaire as research instruments. Data validation and the questionnaire results were then converted into qualitative data into a category. The effectiveness test data were analyzed using the N gain. The results of the validation material, media and users indicated that the module was valid with the final score of 89.85. Students' responses to the module in terms of readability, clarity of presentation, the attractiveness and usefulness of the results were in very good category (81.2%). The effectiveness test showed that result of post-test greater than pre-test and the value of N gain were in the high category (0.72).

The study aims to develop a valid, practical and effective Biology student's book based on Science Technology Engineering and Mathematics (STEM) on the topic of biotechnology for Grade XII. The method applied for the study was research and development with the 4-D model. The subjects were 58 Grade XII students of SMAN 1 Muncar, Banyuwangi-Indonesia. The results showed that the average of validation result of STEM-based student's book was 86.4% which fell under a strong valid category. The average percentage of legibility test and practicality were in very good category of 87.18% and 96.53%, respectively. Meanwhile, the average of effectiveness test was 0.77 of normalized gain categorized in high criteria. In conclusion, it could be determined that STEM-based student's book of biotechnology is valid, pratical, and effectively used in learning process.

The aim of this research was to assess the classification of science test items of TIMSS grade 8 based on higher order thinking skills (HOTS) and determine whether those classified-science test items can be an assessment tool in science class. Sixteen sample test items of HOTS were chosen from 37 reasoning items of TIMSS 1999, 2003, and 2011; which were 6 of analysing, 6 of evaluating, and 4 of creating. The selected items were tested to 410 ninth grade students in 14 public schools in Jember, Indonesia. Data were analysed by using point-biserial correlation to measure the index of discrimination and degree of difficulty at items of each level of HOTS test. The result revealed that the point-biserial index of discrimination for each item was higher than 0.25. The degree of difficulty of analysing, evaluating and creating test items exhibited a similar trend, which was in good range. Each test item has significant validity. Whilst reliability analysis showed that each test item was acceptable and indicating a high level of internal consistency. In conclusion, the classified science test items of TIMSS are good to use as assessment tools to measure HOTS of students in science class. Keywords: higher order thinking skills, point biserial correlation, science test items.

This research aims to identify the errors of students’ answers in solving the TIMSS cognitive domain of reasoning. This research was a qualitative descriptive research. A total 259 students from four secondary schools located in rural and urban areas in Jember, East Java participated in a paper and pencil test. Error identification was examined by reducing the result of wrong students’ answer and grouping based on error type of general errors. The results showed that the average percentage of total errors from the four schools were contradicting error of 7.3%, disregarding evidence error of 5.2%, misreading error of 45.7%, and opinion-based judgment error of 40.9%. In conclusion, there were four types of general errors made by students in answering TIMMS test item of reasoning domain with misreading and disregarding evidence as the highest and lowest error, respectively.

Media pembelajaran buku cetak masih menjadi sumber utama dalam proses belajar mengajar, belum melatih siswa untuk melakukan proses penyelidikan ilmiah secara utuh dan sedikit membosankan sehingga menyebabkan rendahnya kemampuan berpikir kritis siswa di SMP. Media pembelajaran dengan menggunakan aplikasi android merupakan salah satu alternatif dalam pembelajaran yang menarik dan menyenangkan, siswa dapat dengan mudah mencerna materi dan membangkitkan motivasi siswa dalam belajar sehingga diharapkan dapat memudahkan siswa untuk meningkatkan kemampuan berpikir kritis mereka. Tujuan penelitian ini adalah untuk mengkaji pengaruh aplikasi android Getaran dan Gelombang terhadap kemampuan berpikir kritis siswa. Penelitian ini menggunakan sampel kelas VIII A untuk kelompok eksperimen dan kelas VIII B untuk kelompok kontrol. Teknik pengambilan sampel menggunakan purposive sampling. Instrumen pengumpulan data berupa hasil tes LKPD, observasi, wawancara, dan dokumentasi. Dari hasil penelitian, setelah dilaksanakan pembelajaran menggunakan aplikasi android Getaran dan Gelombang diketahui bahwa kemampuan berpikir kritis siswa yang mengikuti pembelajaran menggunakan aplikasi android lebih baik dalam meningkatkan kemampuan berpikir kritis siswa. Hasil analisis data menggunakan persamaan N-gain menunjukkan peningkatan kemampuan berpikir kritis siswa sebesar 0,61 dan 0,4 pada kategori sedang.