This study is a quantitative research conducted to analyze the integration of project activity to increase the scientific process skill and self-efficacy. While uncovering the effect of each indicator of every predictor, a descriptive qualitative analysis has been done. Respondents in this research were biology students in teacher. The sample of 30 respondents were taken by random sampling technique. Research instruments were in the form of scientific process skill test and self-efficacy inventory. The hypothesis was tested using Analysis of Variance (ANOVA). Integration of project activity has significant effect towards scientific skill process at 0.038 with F value of 4.524 and also have a significant effect for self effication at 0.018 with F value of 0.018. Based on results analysis, it is concluded that there was an effect of project activity integration in Zoology of Vertebrate teaching and learning on pre-service teachers' scientific process skill and self-efficacy, with significance level of 0.05.

Presentation is one of the communication skills enabling the speakers to be able to think logically, accurately and firmly. This study was aimed at analyzing the students’ selfefficacy through their classroom presentations. The analysis was anchored on the empirical data obtained through observation results of 160 participants coming from the Biology Education Department, Siliwangi University, Tasikmalaya. In addition, the obtained data were analyzed and computed with descriptive statistical framework. The findings generally revealed that the students were accustomed to performing classroom presentations. This was supported by the evidence showing that the efficiency and effectiveness of classroom presentations were under 75% percentages of the total averages. Besides, the problem discussions were conducted with theoretical, practical, rationalistic and responsible attitudes, particularly under 75% percentages of the total averages. Also, the classroom presentations ran bi-directionally beyond 75% percentages of the total averages. Likewise, each member of presenters was actively engaged in classroom presentations with 75% percentages beyond the total averages. Additionally, the ability to present the materials attractively (e.g. videos, diagrams, pictures, etc.) was still under 75% percentages of the total averages. For these reasons, the students were accustomed to presenting the learning materials in the classrooms represented by their well-established presentation skills. However, a few skills should be taken into account through intensive trainings because they were still under the expected results.

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A scientific approach for biology students in the Vertebrate course is needed in order to improve the skills and enrich the experience for new spirit of learning. The research was a quantitative research aiming to explain the influence of the encyclopedia as learning materials used in the scientific approach to improving the students' science process skills. Meanwhile, to reveal the influence of each indicator in each predictor, a qualitative descriptive analysis was employed. The encyclopedia was found to be able to provide visualization to represent an explanation. The respondents in this study were biology students who attended the Vertebrate course. Thirty respondents were selected through a cluster random sampling technique. A test of science process skills was the instrument of this research. Furthermore, the ANOVA was utilized in testing the hypothesis. The analysis results showed that there was a different effect of the learning approach on the basic science process skills. Moreover, there was also a significant influence of the scientific approach to basic science processing skills at a significance level of 0.001 (on corrected model) with F value equal to 7.411. Meanwhile, the significance level for basic science process skills was 0.024 with the p-value <0.05 and F value of 5.357. For the integrated science, there was a significant effect of the learning approach to the integrated science process skills at the significance level of 0.000 with the F value of 12.537. The significance value for the integrated science process skills was 0.044 with p-value <0.05 and F value of 4.224.

Keterampilan literasi sains tetap menjadi tantangan utama untuk ditingkatkan melalui model pembelajaran yang aktif. Model pembelajaran RQA (reading, questioning, and answering) merupakan model pembelajaran aktif yang menekankan pada kegiatan membaca, bertanya, dan menjawab pertanyaan yang diharapkan akan mampu meningkatkan keterampilan literasi sains. Penelitian ini bertujuan untuk mengetahui adanya pengaruh model RQA terhadap peningkatakan keterampilan literasi sains peserta didik pada materi sel. Penelitian eksperimen semu ini menggunakan model rancangan penelitian nonequivalent control group design. Penelitian dilakukan di salah satu SMAN di Kota Tasikmalaya yang merupakan sekolah rujukan Gerakan Literasi Sekolah (GLS) tahun ajaran 2018/2019. Variabel bebas pada penelitian ini yaitu Model RQA dan variabel terikat yaitu keterampilan literasi sains peserta didik. Populasi seluruh kelas XI MIPA tahun ajaran 2019/2020. Sampel penelitian menggunakan teknik purposive sampling berdasarkan data minat baca dari GLS, sehingga dapat ditentukan dua kelas sebagai kelas penelitian dengan perlakuan eksperimen dan kontrol. Teknik pengumpulan data menggunakan instrumen tes keterampilan literasi sains. Data dianalisis dengan menggunakan Uji t dua sampel independent, menyatakan thitung > ttabel yaitu 3,985 > 1,997, menyimpulkan terdapat pengaruh peningkatan keterampilan literasi sains dengan menggunakan model RQA.Kata Kunci: keterampilan literasi sains; peserta didik; RQA

Scientific skills literacy is one of the skills that students need to have to support the learning process. This study aims to explain the literacy skills of the students through project experience with the help of local potential-based teaching materials. This research is a quantitative study and it used quasi-experimental design, pre-and posttest design. ANCOVA analysis was used as the data analysis technique at a significant level of 5% (p <0.5). Analysis prerequisite tests included the Kolmogorov-Smirnov test for normality test and homogeneity of variance with Levene's-Test. All data testing was done using the SPSS version 23.0 for Windows. The results of the study show that the experience of project activities has a significant effect on the scientific literacy skills in three competencies. These competencies are to explain scientific phenomena, evaluate and design scientific investigations and interpret scientific evidence and data. Competence in evaluating and designing scientific investigations has the greatest significance compared to the other two competencies.

Applications based on the current living creatures are already a lot on the internet, but there are still few who utilize the application as a source of learning. This research aims to know the response of prospective biological teachers and effectiveness of iNaturalist applications. The research method used is qualitative descriptive. The population in this study is all students in Biology education department in one of university in East Priangan, Indonesia which contracted the course of zoology vertebrates of the academic year 2018/2019 with the sampling used is the total sampling. The data used in this research form the data of exploration of students to various surrounding animals in Tasikmalaya, both animals in the wild, zoos, and pets as well as student response questionnaires. The results showed that there were 5488 observations with the most uploaded animals, Felis domestica (234 Observations). The Data shows students tend to search for animals that are only around them and students do more observations in captivity. Despite this, the application contributes well to students, because with the application students learn more about the taxonomy of vertebrate’s animals and the opportunity to know with scientists and citizen science from various fields around the world.

Article historyThe study aims to describe an implementation study of outdoor learning based science process skills based on a bio-literacy perspective. The method used is quantitative analysis to see the influence of implementation of science process skills, while to reveal the effect of each indicator of each predictor used qualitative descriptive analysis. The samples in this study were two groups of biology teacher candidates taken by cluster random sampling techniques. The research instrument is a science process skills test with data analysis techniques using Anacova. The results concluded simultaneously there was an influence on the implementation of the science process-based outdoor learning skills from the perspective of bio-literacy at a level of significance 0.05. To measure the ability of bioliteration, it is not only needed instruments at the level of conceptual understanding but instruments that can assess learning with scientific methods and practices. Practically science process skills can be an effort in mapping the domain of biological literacy.This is an open access article under the CC-BY-SA license.