Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students' retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students' metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of projectbased learning strategy could empower the students' metacognitive skills, concept understanding, and retention.

This research aims at determining the effect of learning models on motivation, creative thinking skills, and cognitive learning results of students of Senior High School 6 of Ambon, Indonesia. This research is quasi-experimental research using a non-equivalent pretest-post-test control group design. The subjects of this research were class XI Science students with a total number of 40 students. One group was taught by using the Modified Problem Based Learning (M-PBL) and the other group was taught by using the discovery learning model. Research data were collected using test and non-test instruments. The data were analyzed by using ANCOVA with a significance level of 5%. The results of the analysis show that the significance value of the learning model towards students' learning motivation and cognitive learning results was 0.000<0.05. The significance value of the learning model towards students' academic skill was 0.000<0.05. The significance value of the learning model towards students' creative thinking skills was 0.030<0.05. The results of this research indicate that the implementation of the M-PBL learning model has an effect on students' learning motivation, creative thinking skills, and learning results better than that of the discovery learning model.

The heavy metal pollution in marine environment is caused by industrial and mining waste (Gümgüm et al., 1994), geographical, industrial, agricultural, pharmaceutical, domestic, and atmospheric wastes (He et al., 2005;Tchounwou et al., 2012). According to Şireli et al. (2006) and WHO (2008), heavy metals such as lead, cadmium and cuprum are toxic, and are mostly found in marine environments. In addition, the heavy metals in marine environments cannot be degraded, and can accumulate in organisms through industrial, atmosphere, soil, water cycles and food chain processes (Ziyaadini et al., 2017;Rodríguez et al., 2015;Monsefrad et al., 2012;Naghshbandi et al., 2007).A lot of research has been conducted on the accumulation and distribution of heavy metals in marine environments and various biota, for example, the research on the heavy metal contamination in water and sediment conducted by (Bhuyan et al., 2017;Varol and Sen, 2012), and the research on heavy metal concentrations in Oysters (Crassostrea sp) in Setiu Wetlands, Terengganu (Shaari et al., 2016). Bioaccumulation of heavy metals in water

The low motivation and cognitive learning outcomes of students can be caused by errors in the selection and use of learning models in the class. This study aims to determine the effect of discovery video learning and problem-based learning model (PBL) on motivation and learning outcomes of class X students of SMA Negeri 1 Ambon. The research method used was a quasi-experimental research design using a pretest-posttest nonequivalent control group design. The sample used was grade X MIPA-6 and X MIPA-7 students. The instrument used was a questionnaire containing 30 items to measure motivation and 60 multiple choice questions to measure cognitive learning outcomes. Motivational data and student learning outcomes were analyzed with the ANCOVA test. The results showed that there was no effect of the discovery-assisted learning model and the PBL learning model on student motivation (p> 0.742). But there is an influence of learning models of learning with the help of the discovery and PBL learning models on cognitive learning outcomes (p <0.003). The conclusion of this study, the discovery learning model and PBL learning model do not affect motivation but affect cognitive learning outcomes.

This research aims at investigating the effect of Complex Instruction integrated with Team Product (CITP) learning model on students' creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention. This research used quasi-experimental design with pretestposttest nonequivalent control group design. This research was carried out in several Senior High Schools in Ambon, namely SMA 1 Ambon, SMA 4 Ambon, SMA 5 Ambon, SMA 13 Ambon, and SMA Kristen Ambon in the even semester of the academic year 2017/2018. The results of the research were analyzed using ANCOVA. A post hoc LSD test was also performed if there were differences in each variable. The results of the research show that the CITP learning model affects creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention of class X senior high school students on Ecosystem learning material. The syntax of the CITP learning model can improve students' creative thinking skills, critical thinking skills, metacognitive skills, scientific attitudes, cognitive learning results, and retention compared to the learning model commonly implemented by the biology teachers.

Contamination of mercury (Hg) in the sea is one of global issues, including the waters of bay inside the Ambon Island. This research was conducted to monitor heavy metal pollution (Hg) in Ambon bay using Apogon beauforti. This study was conducted by using exploratory survey on physical-chemical environmental factors (temperature, salinity, pH, DO). Hg levels in water, sediments, and A. beuforti were measured, as well as the differences in the morphology of the gills of fish. The sampling technique used in this research was a purposive sampling technique. The environmental factor data were collected in-situ during east and the west season in year 2013 and 2014. The levels of mercury were measured by Atomic  Absorbsion Spectrophotometer (AAS). Data were analysed by descriptive statistics. The results showed increasing temperature, salinity and pH within one year (2013-2014) at four different stations. There was a decrease in the levels of Hg concentration in sea water, sediments and A. beauforti at four stations, even though it still remained above the Threshold Limit Value (TLV). The gills of A. beauforti showed dark red, pale and blackish colors indicating the accumulation of heavy metals Hg. Keywords: monitoring, marine pollution, heavy metals Hg, Apogon beauforti, Ambon

This study aims to investigate the effect of Resource Based Learning Design Thinking (RBLDT) model to improve student's creative thinking skills, concept gaining, and digital literacy. It is a quasi-experimental study using pre-test and post-test nonequivalent control group design. Furthermore, it was conducted at several senior high schools in Ambon, such as Senior High School 1, 2, 12, and Senior High School Siwalima Ambon in the odd semester of the 2019/2020 academic year. From each school, three classes were selected, and 36 students were used as the study samples to obtain a total of 432 students. The data were analyzed using ANCOVA, and post hoc LSD test was performed for every significant result obtained. The results showed that the RBLDT learning model has an effect on creative thinking skills, concept gaining, and digital literacy of students in the class XI senior high school on the subject matter of animal tissue (p<0.05). The combination of the RBLDT learning model syntax can improve students' creative thinking skills, concept gaining, and digital literacy better than RBL or DT when implemented separately.   Keywords: Resource-based learning (RBL), design thinking (DT), RBLDT learning model, creative thinking, concept gaining, digital literacy

The objectives of this study were to determine the length-weight relationships (LWRs), chelae length (ChL)-width (ChW) relationships, carapace length (CL)-width (CW) relationships, sexual dimorphism, and condition factor (K) of Cherax gherardiae from Maybrat, West Papua Indonesia. The sex ratio of C. gherardiae was found to be 1.04:1. The LWRs for males, females, and all individuals were W = 0.225L1.96, W = 0.181L2.02, and W = 0.187L2.03, respectively. Males and females exhibited negative allometric growth (b<3). There was no significant difference in lengths between males and females; however, the weight of males was greater than that of females. The K values for males, females, and all individuals were 3.17, 3.09, and 3.13, respectively. The ChL of the crayfish ranged from 1.0 to 7.5 cm, and the ChW ranged from 0.4 to 2.5 cm. The CL of crayfish ranged from 1.6 to 6.0 cm, and the CW ranged from 0.6 to 4.1 cm. Males had longer chelae and carapaces than did females. There was no significant difference in chelae width or carapace width between males and females. The ChL-ChW relationships for males, females, and all individuals were ChW = 0.312ChL + 0.260, ChW = 0.397ChL - 0.050, and ChW = 0.345ChL + 0.119, respectively. The CL-CW relationships for males, females, and all individuals were CW = 0.750CL-0.955, CW = 0.526CL - 0.178, and CW = 0.635CL-0.543, respectively.