This study aims to develop of multimedia based on science literacy on the lightning themes and apply it on the science learning to improve of students' scientific literacy. The method used in this research is Research and Development with ADDIE (Analysis, Design, Development, Implementation and Evaluation) models. The research design at the multimedia implementation as small scale on the science learning by using one-group pretest-posttest design. Implementation was carried out in class IX with 31 students with cluster random sampling. The result of research showed: (1) multimedia based on science literacy on lightning themes in the form of text, images, animation, and videos that refer to the 2015 PISA framework are content, science competencies and science attitudes domains; (2) the feasibility test by the expert and teacher show all aspects of multimedia have a very good category, it is suitable for use in science learning; and (3) the using of multimedia can increase science literacy skills especially content and scientific attitude domains have medium category. As well as competency domains show is very good categories. This is supported by respon of student that multimedia is very good in the domain aspects of literacy and motivation, whereas in aspect of operating multimedia have good categories.

The COVID-19 pandemic has changed the learning system in schools. The learning that initially took place in class spontaneously turned into online learning. This change requires teachers to be more creative in designing learning. This study aims to improve students’ critical thinking skills through online problem-based learning integrated into science, technology, engineering, and mathematics (PBL-STEM). The research was conducted on students of class X IPA (Natural Science) in a high school in Cianjur with a Non-Equivalent Pretest-Posttest Control Group design. The research data were collected using a test of critical thinking skills in six valid essay questions with a reliability coefficient of 0.913. Besides, students’ responses to the application of PBL-STEM learning were collected through a questionnaire. The collected data were processed descriptively and inferentially. The results showed that the online application of PBL-STEM went well, and there was an increase in critical thinking skills with an N-gain of 72%. The highest gain is on the indicator of explanation, and the lowest is evaluation. The results of the significance test showed that the increase in students’ critical thinking skills through PBL-STEM learning was more significant than PBL learning. Students also responded well to the implementation of PBL-STEM in learning during the COVID-19 pandemic by 81%.

This study aimed to examine the effectiveness of teaching materials based on Content and Language Integrated Learning (CLIL) on scientific literacy on the topic of The Nature of Matter. Teaching material on this topic integrated the 4 pillars in CLIL, namely Content, Cognition, Communication and Culture. The Scientific Literacy Skills Scale (SLSS) measured in this study consisted of three aspects, namely explaining scientific phenomena, evaluating and designing scientific investigations, conducting data interpretation and scientific experiments. This study used an experimental method that was tested on 100 students in 3 schools that use English in chemistry learning. Student selection was done by purposive sampling. Data was collected through tests on students' scientific literacy and students' feedback questionnaires. The result of the analysis of N-Gain literacy percentage was 57%, it meant that this teaching material is quite effective in increasing student scientific literacy. Students' responses to teaching materials were in the very good category. From this study, it can be concluded that CLIL-based teaching material in the topic of the nature of matter is effective on students' scientific literacy.

Context issue in science learning can be referred as one of the solutions to improve students’ science literacy e.g. the socio-scientific issues. The socio-scientific context is presented in a problem where scientific knowledge and social awareness arise in mental conflicts that require science literacy to make responsible decisions. In addition, using problems in learning can provide opportunities for students to apply their knowledge in solving problems. Therefore, this paper discusses the usage of socio-scientific context in problem based learning to enhance students’ science literacy. We show that problem-based learning with the socio-scientific issue can improve students’ science literacy. Using socio-scientific issue makes it easier for students to make explanations of scientific phenomena.

One of the weaknesses of secondary science teachers today is the lack of ability to develop integrated science learning. A descriptive study, followed by a developmental research has been done to determine the factors that caused the weakness, and to find the right solution. In addition, this research involving 25 teachers as subject, has also examined how far the treatment was able to overcome the problems. The descriptive research showed that almost all of the teachers were not skillful enough to teach integrated science. This was due to the teachers' background, in which not all of them studied the integrated science education. Most of them came from biology, physics and chemistry education. They have actually attended the training (arranged by a government) on integrated science teaching, but it apparently has not succeeded. The eight steps of learning approach has been developed and implemented along the training were: (1) Building common perception on science literacy; (2) integrated science analysis based on current curriculum and lesson analysis; (3) presentation; (4) designing lesson plan in groups; (5) simulation; (6) designing lesson plan individually; (7) evaluation-reflection; and (8) rewards. After the treatment, the teacher's ability to develop the lesson plans as well as the understanding of integrated science concepts eventually improved much better. Only three teachers have to follow remedial in making lesson plan since they could not meet the requirements.

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STEM education in indonesia has become a commitment for all of stakeholders in the field of science education in the last several years. All education participants agree to increase the popularity of STEM education in various parties, especially teachers and students. The research has been conducted to see to what extent science teachers in the secondary school interpret and understand STEM education and how Students pertain toward STEM learning. The research was conducted with a descriptive method using a survey approach. A set of questionnaire which comprises open-ended and closed-ended questions about teachers’ and students’ perceptions and understanding regarding STEM education were developed and applied. Responses from science teachers as well as students were then analysed through interpretative methods in which the participants’ own meanings and points of view were sought. The result indicated that STEM education is quite well understood by science teachers. Most of teachers show the same level of understanding toward STEM Education. Unfortunately, not many teachers have applied the STEM approach for science learning in the classroom. This is led to the weak understanding of STEM learning in students’side. Most of students did not familiar with “STEM learning” term. Based on the research, it is reccomended that the science teachers’ training and development should be reorientated and implemented through lesson analysis with various best practices on STEM learning systematically and continually.