The attitude of students during the learning process is essential to be known by an educator to understand how to deal with students in the class. This study aims to determine how students 'attitudes towards science subjects and this study also aim to determine whether there is a comparison of students' attitudes towards natural science subjects in junior high schools in Indonesia. This research was conducted at some state junior high schools in Jambi. Specifically, the research sites were Junior High School 5, Junior High School 6, and Junior High School 26 in Jambi. The research design used in this study was a quantitative approach with survey methods. The research instrument was a science attitude questionnaire. Data were analyzed using descriptive statistics and inferential statistics. The results showed that students' attitudes toward science subjects based on indicators of adoption of scientific attitudes, fun in learning science, and interest in increasing the time to study science were in good categories and also there are significant differences of students’ attitude towards science subjects in the three schools with a comparison value of 0.042 < 0.05.

This paper presents research on laboratory-based e-worksheets using Kvisoft for science process skills. E-worksheets are made with the stages of development, implementation, and evaluation adopted from branches using 90 samples obtained from purposive sampling techniques. The aim is to look at students' science process skills after using e-worksheets on laboratory-based science process skills using the kvisoft application. The findings of this study are that e-worksheets using Kvisoft Flipbook can improve students' science process skills.

This study aims to determine differences in mastery of process skills science student physics and chemistry education study programs both in the experimental class and control class. The experimental class uses a science process skill-based guide with the inquiry model, while the control class uses conventional guidance. This research is a quantitative type of experimental research with a group comparison design static. The research sample was 201 students. Observations are made by using the observation sheet instrument. The results of this study indicate that there are differences in the mastery of science process skills between students using an inquiry model practicum guide and students who use conventional practicum manuals in each study program. Based on the results of hypothesis testing using an independent sample t-test at a significance level of 5%, a significance value of 0.000 was obtained in the study program physics and chemistry education. Where based on statistical parameters used it can be concluded that the mastery of science process skills in the experimental class is better than the mastery of science process skills in the control class.

<p style="text-align: justify;">This study aimed to describe the differences in students' creative thinking skills in a problem-based learning model with scaffolding in the biochemistry course. This study was designed using a quantitative explanatory research design with a sample of 113 students of the Jambi University Chemistry Education Study Program. In this study, the researcher used the experimental class and control class. The sampling technique used is total sampling and purposive sampling. The research data was taken by observation, test, and interview methods. The quantitative data analysis used was the ANOVA test and continued with the Post-Hoc Scheffe’s test. The findings of this study indicate that the results of the ANOVA test indicate a significant difference in the average creative thinking results in terms of psychomotor aspects with the acquisition of significance scores of 0.000. In addition, the results of this study indicate that class A students have higher creative thinking skills than class B and class C. This is because class A students use a problem-based learning model integrated with scaffolding in their learning.</p>

This study was conducted to solve of applying the learning model to skills and scientific process results in Buffer Solution learning materials in senior high school (SMA). In the early stages, the researchers designed scaffolding by linking the PjBL Flipped Classroom model, KPS, and buffer solution material. Then, these two products were validated by a team of experts involving scaffolding design validation, flow validation, learning design validation, and material validation to see the suitability of the scaffolding assistance at each stage of the PjBL Flipped Classroom model and the feasibility of the products developed and required to adopt the products produced to the principles set found in learning design. After completing the validation stage, the practitioner validation stage is continued to see the practicality of using the product being developed. Then a small group test is carried out to see the application of the product being developed. The results showed that learning chemistry using the Scaffolding Flow in the PJBL Flipped Classroom model could increase students' chemistry learning activities and outcomes on the concept of buffer solutions.

Purpose of the study: Students’ scientific literacy skills are very much needed in 21st-century learning, but the fact is that field gains in scientific literacy are still low. Research with a focus on improving the ability of students’ scientific literacy to use an inquiry-based approach is also limited. Therefore, this quantitative quasi-experimental study aims to improve students’ scientific literacy skills by using the inquiry model. Methodology: Using quantitative designs in quasi-experimental designs. By using 42 secondary students obtained based on purposive sampling. The experimental group used the guided inquiry model, while the control group used the traditional learning model. Then the data are analyzed to get descriptive and inferential results. Main Findings: There is a significant difference in terms of students’ scientific literacy skills between the control class and the experimental class. It was found that using the guided inquiry model found differences with the t-test value of 19,373 on students’ scientific literacy abilities. It can be underlined that the guided inquiry model has a significant effect on students’ scientific literacy skills compared to traditional learning models. Applications of this study: In this research can be a consideration for teachers to apply guided inquiry to improve students’ scientific literacy skills. Novelty/Originality of this study: In this study, the renewal of learning that uses the guided inquiry learning model can improve the scientific literacy abilities of students.

Background and Aim of Study: Developmental delays in children are still a serious problem in both developed and developing countries in the world. About 5-10% of children experience developmental delays. The potential to develop the current media in accordance with technological developments and advances in the use of technology-based platforms. The aim of the study: to develop a growth and development assessment model to increase knowledge and skills in assessing the growth and development of toddlers and to analyze the implementation of the growth assessment guide model based on android applications. Material and Methods: This type of research is design and development research with a mixed methods approach. The steps of development research are carried out using the ADDIE framework (Analysis, Design, Development, Implementation and Evaluation). In using this framework, designers and developers use analysis, design, development, implementation and evaluation as the main stages. Results: The research product is the “GUVI_Tools” application which is an interactive multimedia-based learning media. The implementation of the application showed a significant increase in knowledge before and after using the application and the average application usage assessment was 4.8 (good category). Conclusions: It is hoped that this development program can be used as a learning program and can develop learning media on other basic competencies and can be continued at the stage of testing the effectiveness of the learning process.