Abstract. This study aimed to know the critical thinking skills profil of senior high school students. This research using a descriptive study to analysis student test results of critical thinking skill of 40 students XI grade in one of the senior high school in Bogor District. The method used is survey research with sample determined by purposive sampling technique. The instrument used is test of critical thinking skill by 5 indicators on static fluid topics. Questions consist of 11 set. It is has been developed by researcher and validated by experts. The results showed students critical thinking skills are still low. Is almost every indicator of critical thinking skills only reaches less than 30%. 28% for elementary clarification, 10% for the basic for decisions/basic support, 6% for inference, 6% for advanced clarification, 4% for strategies and tactics.

Ilmu pengetahuan dan teknologi yang semakin berkembang pesat menuntut manusia untuk tidak hanya memiliki kemampuan kognitif namun juga memiliki keterampilan lain yang dituntut di abad 21. Terdapat 4 keterampilan yang dituntut dimiliki oleh manusia di abad 21 ini, salah satu diantaranya adalah keterampilan berkomunikasi. Penelitian ini bertujuan untuk menganalisis profil keterampilan komunikasi siswa SMP pada pembelajaran IPA berbasis STEM (Science, Technology, Engineering, and Mathematics). Penelitian ini melibatkan sampel sebanyak 16 orang siswa kelas VIII yang mengikuti ekstrakurikuler STEM di salah satu SMP negeri di Kota Bandung. Keterampilan komunikasi siswa ini dibagi ke dalam komunikasi lisan dan komunikasi secara tertulis. Pengumpulan data dilakukan melalui proses presentasi dan pembuatan laporan yang dinilai berdasarkan rubrik yang telah ditentukan. Hasil analisis data menunjukkan bahwa pada keterampilan komunikasi lisan terdapat 43,75% siswa berada pada kategori 'Sesuai Standar' dan 56,25% siswa berada pada kategori 'Tidak Memenuhi Standar.' Sementara itu, pada keterampilan komunikasi secara tertulis ditemukan bahwa: (1) Terdapat 56,25% siswa berada pada kategori Intermediate, (2) Terdapat 31,25% siswa berada pada kategori Emerging, (3) Terdapat 12,50% siswa berada pada kategori Basic, dan (4) Tidak tedapat siswa yang berada pada kategori Advance. Berdasarkan data tersebut, dapat diketahui bahwa mayoritas siswa masih berada pada kategori Intermediate untuk komunikasi tertulis dan 'Tidak Memenuhi Standar' untuk keterampilan komunikasi lisan. Hal tersebut menunjukkan bahwa keterampilan komunikasi lisan siswa dalam pembelajaran IPA berbasis STEM masih perlu dioptimalkan.

This research has been conducted to analyze students' problem-solving abilities in direct current electricity in STEM-based learning. The implementation of STEM in this research is to train the domain of scientific practices and engineering practices that are associated with model problems and project-based learning. The research method used was pre-experiment with the design of one group pretest-posttest. The subjects of the research consist of 27 students at the 10th grade of one of the Vocational Schools in Kabupaten Bandung Barat. The instrument of problem-solving ability in this study are four structured description questions, each of which consists of 5 questions, indicators of problem-solving ability, namely visualize the problem, describe the problem in physics description, plan the solution, execute the plan, and check and evaluate. As a result of the research, it was found that there was an increase in students' problem-solving abilities with the application of the integration model problem and project-based learning in STEM-based learning.

Abstract. This study is intended to examine the development and validation of simple machines instructional material that developed based on Science, Technology, Engineering and Mathematics (STEM) framework that provides guidance to help students learn and practice for real life and enable individuals to use knowledge and skills they need to be an informed citizen. Sample of this study consist of one class of 8th grader at a junior secondary school in Bandung, Indonesia. To measure student learning, a pre-test and post-test were given before and after implementation of the STEM based instructional material. In addition, a questionnaire of readability was given to examine the clarity and difficulty level of each page of instructional material. A questionnaire of students' response towards instructional material given to students and teachers at the end of instructional material reading session to measure layout aspects, content aspects and utility aspects of instructional material for being used in the junior secondary school classroom setting. The results show that readability aspect and students' response towards STEM based instructional material of STEM based instructional material is categorized as very high. Pretest and posttest responses revealed that students retained significant amounts information upon completion of the STEM instructional material. Student overall learning gain is 0.67 which is categorized as moderate. In summary, STEM based instructional material that was developed is valid enough to be used as educational materials necessary for conducting effective STEM education.

Recently in America, Europe and Asia, STEM education has been viewed as an educational reform that answers 21st-century demands in an era of productive technology and information that trigger economic, political and demographic changes around the world. As a developing country, Indonesia is called upon to deal with these demands by developing qualified human resources through educational reform. STEM education is one of the strategies for achieving this goal. Finding possibilities for the integration of STEM in the science and math curriculum through teacher training programs is the first step in this implementation, whether or not STEM education can actually be included. This study took place in a school that uses two curricula (KTSP and the 2013 national curriculum). Results of an investigation of teachers’ perceptions showed that the 2013 national curriculum was more appropriate for the inclusion of STEM education than the KTSP curriculum. The impact of training on teachers’ perceptions was shown by significant differences before and after training.

In 2018, the Indonesian Ministry of Education issued a new policy related to the development of learning oriented towards a Higher Order Thinking Skill (HOTS) approach at the primary and secondary school levels. This learning development is expected to be able to improve the achievement of Indonesian students in international competitions such as PISA and TIMSS. This program was developed following the policy direction of the Ministry of Education and Culture which in 2018 has integrated Strengthening Character Education and learning oriented to ‘HOTS’. Recently, the program is integrated into the MBKM program, where Universitas Pendidikan Indonesia (UPI) a university that produces educators decides to take a role in developing HOTS. This study aims to identify teacher skills in developing lesson plans and HOTS-oriented assessments. This is a case study research. A mixed-method design was used in this study as a way to analyse the teacher training process and the outcomes of the training. The sample of this research is science teacher at the sample school in Bandung. The results of the study show that the development skills of teachers' lesson plans are in the intermediate category, but not all lesson plans describe activities on ‘intermediate’ category. Therefore, further training and coaching is needed.

ABSTRAKPerkembangan IPTEK yang sangat pesat di abad ke-21 mengakibatkan semakin ketat persaingan individu dalam mengembangkan keterampilan dan potensi yang ada pada dirinya, untuk mengimbangi pesatnya perkembangan IPTEK, setiap orang haruslah memiliki keterampilan 4c yaitu, communication, critical thinking, collaboration, dan creativity. Salah satu keterampilan abad ke-21 yang menjadi fokus pada penelitian ini adalah kreativitas. Secara lebih spesifik, keterampilan yang akan dikembangkan yaitu keterampilan berpikir kreatif dalam memecahkan masalah. Penelitian ini bertujuan untuk mengetahui profil CPS (Creative Problem Solving) dengan pembelajaran berbasis STEM pada sampel terpilih yaitu siswa kelas IX yang menyukai sains sebanyak 18 orang di salah satu SMP Negeri di Kota Bandung. Pengumpulan data dilakukan dengan teknik tes berupa soal uraian yang kemudian dianalisis menggunakan CPS. Hasil analisis data memperlihatkan bahwa: (1) Pada tahap penilaian objective finding, persentase skor rata-rata yang diperoleh siswa sebesar 48,15% (2) Pada tahap penilaian fact finding, persentase skor ratarata yang diperoleh siswa sebesar 44,44% (3) Pada tahap penilaian problem finding, persentase skor rata-rata yang diperoleh siswa sebesar 46,30% (4) Pada tahap penilaian idea finding, persentase skor rata-rata yang diperoleh siswa sebesar 68,52% (5) Pada tahap penilaian solution finding, persentase skor rata-rata yang diperoleh siswa sebesar 38,89%. Jadi dapat disimpulkan bahwa siswa sudah dapat mengemukakan dengan baik gagasan untuk menyelesaikan suatu permasalahan dan siswa juga sudah dapat menjelaskan gambaran umum, menemukan fakta baru, serta mengetahui permasalahan dan dampak yang timbul dari suatu kejadian. Namun perlu ditingkatkan keterampilan siswa dalam menentukan solusi terbaik dalam menyelesaikan masalah.Kata kunci: Creative Problem Solving; pembelajaran IPA berbasis STEM ABSTRACTThe development of science and technology in the 21 st century are rapidly growing which create rivalry between individuals to establish their skills and potentials within their circumstances. To compensate the rapid development of science and technology, everyone need to have 4cs skills; communication, critical thinking, collaboration, and creativity. One of the 21 st century skills which will become the focus of this research is creativity, specifically creative problem solving. This study aims to analyze the profile of student's CPS (Creative Problem Solving) skill with STEM-based science learning on selected samples of 18 students from grade 9 who like science in one of the Junior High School in Bandung. Data is collected by test procedure in the form of description question thus analyzed by CPS. The result shows that: (1) In the assessment phase of objective finding, average score is 48.15% (2) In the assessment phase of fact finding, average score is 44.44% (3) In the assessment phase of problem finding, average score is 46.30% (4) In the idea finding assessment phase, average score is 68.52% (5) In the assessment phase of solution findin...

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