In science learning like biology, metacognitive skill needs to be developed. Inquiry-based learning is a learning which may train students' metacognitive skill. This research aimed to: (1) determining the effectiveness of inquiry-based learning in training students' metacognitive skill, and (2) examining the influence of gender difference on the students' metacognitive skills after given the inquiry-based learning. This research used a 4-D research and development model, and one group pre-test and post-test design was applied for the effectiveness trial. The subject of this research was 70 students (35 male and 35 female) of class X Mathematics and Natural Science of Public Senior High School 01 Manokwari, Indonesia. This research employs lesson plan, student worksheet, students' book, expert-validated achievement test and focus group discussion as its instruments. The metacognitive skill data were obtained from metacognitive skill rubric. The data were analyzed using paired sample t-test and independent sample t-test. It was found that inquiry-based learning effectively trains students' metacognitive skill, and there is no significant difference between male students' metacognitive skill with that of female students. Further researches may examine the difference of male and female students' metacognitive skill based on grade, age or personality taught using inquiry-based learning.

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One of the problems of the fishing community of milkfish (Chanos chanos) Mootinelo Village, North Gorontalo District was the selling price of fish is cheap. That was because the milkfish has many thorns so that less favored communities. However, milkfish has a high excess nutrients especially unsaturated fatty acids omega-3 (ω3) reached 14.2 and a protein content of 20. In relation with it, this activity aims to increase the sale value of milkfish through training activities thorn fish and diversified products. The method used was the training activities thorn fish, dan accompaniment of activities to pull out the fish milk spines to produce diversification products, followed by mentoring partner groups, especially women and households, as well as the surrounding communities who have the desire to entrepreneurship. The activities were practiced partner groups thorn fish suit the morphology and position structure thorns fish. The result was a fish without spines can be sold to consumers or processed into products, such as nuggets, meatballs, krispy milkfish, and a traditional menu of Gorontalo fish area such as rica-rica and woku fish. The conclusion is milkfish without spines have a profitable business opportunity with the increase in the selling price of milkfish without spines. It can increase the income of fishing communities in the fish ponds in the Mootinelo Village, North Gorontalo District.

<p style="text-align: justify;">The research aims to develop an instructional tool based on Discovery Learning (DL) combined with a Metacognitive Knowledge Strategy (MKS) to enhance students’ Critical Thinking Skills (CTSs). In doing so, the study employed a Research and Development (R&D) method to develop such a tool. The developed instructional tool was tested for its validity by experts and practitioners’ evaluation. Further, the empirical data were collected from the results of implementation in learning and the student's responses, while the data of tools effectiveness were acquired from the critical thinking tests given to students (analyzed by related t-test). The developed instructional tools were implemented in a limited-scale trial of 32 students and a large-scale trial of 59 students. The results show that: firstly, the DL and MKS-integrated instructional tools are stated as valid in terms of the lesson plan, student worksheet, and critical thinking test. Secondly, the practicality criteria have been successfully met; the learning implementation, students’ activity, and students' responses were regarded as in accordance with the feasibility standard. Thirdly, the instructional tool was deemed effective in enhancing students’ CTSs (p = 0.05).</p>

Katili AS, Utina R, Tamu Y, Nusantari E. 2018. Management of coastal biodiversity based on social-cultural values in constructing conservation character education. Biodiversitas 19: 1763-1768. Coastal biodiversity is quite high including coral reef, mangrove, seagrass, and fishery resources. Management of coastal biodiversity can be conducted interdisciplinary covering various aspects. Four main aspects can be integrated, i.e., physical-biodiversity, social-cultural, character education, and conservation. This present study aimed to describe: coastal biodiversity in Gorontalo Province, Indonesia community’s social-cultural value and local wisdom embodying conservation character of the coastal ecosystem, and character education of coastal ecosystem biodiversity in primary school by learning with a prototype of conservation character-based materials. Specifically, the present study aimed to construct the conservation character education based on social-cultural values. Data were analyzed with descriptive qualitative method by comparing and referring to findings from the previous studies. The procedure used in this research was four-D, i.e., (i) Define stage; by doing the identification and exploration of the coastal biodiversity potential. The methods used in this stage was exploration survey method. Focused group discussions were conducted with coastal communities to identify social-cultural values and local wisdom and to analyze the core and basic competence of learners by examining the tools of the lesson and determining the competence. (ii) Design stage; by designing a prototype of learning material to construct the conservation character for learners. (iii) Development stage; by validating the prototype of learning material for constructing the conservation character for the learner. (iv) Dissemination stage, by doing seminars and information dissemination on a prototype of learning material to construct the conservation character. The results showed that in Gorontalo, there were three components of the coastal ecosystem which included mangrove, seagrass, and coral reef. The communities in the coastal area of Gorontalo were prominent in their strengthened social-cultural roots taking the form of ecological awareness. The community in coastal area possessed local knowledge of the natural resources, e.g., plants and animals, and local attribution of such resources in the local language. The conservation character-education based on social-cultural values, specifically local wisdom, is the most appropriate education model to encourage the pattern of biodiversity coastal ecosystem management. Conservation character education was highly relevant to life-enhancing skills, based on the empowerment of skills and coastal biodiversity potential in each region.