Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.

The aim of the research is to know the influence of Simas eric (Skimming, Mind mapping, Questioning, Exploring, Writing, Communicating) cooperative learning model on difference gender on the XIth grade student’s metacognition skills of Biology in State Senior High School 6 Malang. This research was quasi-experimental with non-equivalent pretest posttest control group design. The sample used was XI MIA 1 and XI MIA 2 class of the State Senior High School 6 Malang. The data had been collected by observation of students’s metacognition skills. The data analysed by Anacova techniques showed that Simas eric learning model on difference gender effect on the XIth grade student’s metacognition skills in State Senior High School 6 Malang. The result of the research showed that Simas eric learning model influenced the XIth grade student’s metacognition skills, the difference gender and interaction of learning model and gender did not influence student’s metacognition skills.

The objective of this research was to know the effect of Project Based Learning (PjBL) to the attitude and student cognitive achievement in SMAN 2 Malang. This research applied quasy experimental with non-equivalent control group design. The populations of this research is all student of class X SMAN 2 Malang on academic year 2008/2009. The samples of this research were class X7 as experimental (PjBL) and class X8 as control (conventional). The instrument of this research namely cognitive achievement test and attitude scale questionnaire to river ecosystem. This research data are quantitative data consisted by score cognitive achievement and attitude scale questionnaire to river ecosystem, collected on 14 Maret until 31 May 2009. Data were analysed by bilinear covariant statistical analysis (Ancova), continued with LSD test. The result of this research indicated that there were PjBL toward the cognitive achievement and student attitude to river ecosystem. Students with PjBl having attitude higher 11,65% from conventional students. Beside, students with PjBl having cognitive achievement higher 81,05% from conventional students. Based on this research, the researcher suggest to the teacher that this strategy can be implemented in biology learning. Kata kunci: Project Based Learning, sikap terhadap ekosistem sungai, hasil belajar

<p><span>Immune system content along with body defense mechanism tends to be an abstract content that is hard to comprehend by students. Digital flipbook learning media become an innovative learning medium to facilitate the immune system content understanding for students. Method used in the research is ADDIE research and development with the following stages: analysis, define, design, implement, and evaluation. The research is limited to the development stage. The number of respondents in the research consists of 30 senior high school students aged 17-19 years and 3 (three) Biology teachers aged 30-40 years for needs analysis. Learning media expert validation includes 3 (three) teachers and ten students for small group test. The medium is developed using applications of Microsoft PowerPoint 2010, Movavi Video Editor 14 and Flip PDF Professional. The assessment results of Digital Flipbook Imunopedia (DFI) learning media development by the three Biology education experts indicate valid and feasible to be used in immune system learning process. Average of each feasibility test aspect is content aspect (3.05), media aspect (2.95), and language aspect (2.95). The trial test results to small group regarding the DFI content, display, and benefits indicate a very feasible criterion (3.62).</span></p>

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Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.

This research aims to improve the motivation and student scientific writing skill (SCWS) by applying the integration of Simas eric and Blended learning models. This study is a classroom action research method conducted in one of the classes in the biology education program for the National student scientific week (PIMNAS) project of biology education Program, Universitas Tidar. The results of the study were analyzed descriptively. The results showed an increase in students’ motivation and learning outcomes. Students’ learning motivation on average increased by 10.59% and SCWS on average increased by 33.28%. The results of this study can be an alternative reference for lecturers or educators as an effort to improve student learning motivation so that the learning outcomes obtained can increase. Therefore, the integration of Simas eric with google classroom can enhance students’ motivation and SCWS Subjects at the biology students.