Critical thinking skills are one of the four main competencies that must be empowered in the 21 st -Century Learning. This study aimed to describe students' critical thinking skills through the application of blended-problem-based learning (PBL) in the Cell Biology course. The data sources of this research were 28 students who were taking Cell Biology Course in Department of Biology Education, Universitas PGRI Madiun. The research instruments used were 1) observation sheet, 2) interview guidelines, and 3) critical thinking skills test. The study was designed by applying blended-PBL on 12 topics. The data analysis was performed in descriptive qualitative. The results showed that the application of blended-PBL was able to train students to improve their critical thinking skills in term of how to answer the test given. However, further studies need to be done with a wider number of samples and material scope to get more comprehensive information.

The purpose of the study was to examine the potency of the implementation of e-portfolio supported by the implementation of Lesson Study to improve the metacognitive skill and concept comprehension of Cell Biology. The activities of the lesson study aimed for developing and enhancing e-portfolio implementation habit carried out done seventh times with the same Cell Biology material. The study was followed by quasi experimental study conducted on two classes, consisting of 26 and 27 students. One class underwent seven meetings of portfolio and another class underwent seven meetings of e-portfolio. The data of the study related to the concept comprehension were obtained by valid and reliable pretest and posttest. The data related to the metacognitive skill were obtained too by the pretest and posttest supported by a special rubric. The data of the lesson study were analyzed qualitatively. The data of the quasi experimental study were analyzed by ANACOVA test, to uncover the difference between the two treatments. The results of the study showed that there were significant effects of the implemented treatment on the metacognitive skill and the cell biology concept comprehension of the students. The average score of the metacognitive skill of e-portfolio class supported by lesson study was 39,4% higher than that of the portfolio class. The average score of the concept comprehension of e-portfolio class supported by lesson study was 15% higher than that of the portfolio class without lesson study. The implementation of lesson study was significantly effective in improving the metacognitive skill and the concept comprehension of e-portfolio class compared to that of portfolio class, regardless the previous research reported that the implementation of e-portfolio had unsignificant effect.

The application of innovative learning and lesson study (LS) have a potency to improve student thinking skills and activeness differently and mostly implemented separately. This study aimed to explore and compare the student critical and creative thinking skills as well as student activeness in the inquiry and cooperative models combined with lesson study-based learning practice. This was a descriptive quantitative study that was conducted at Madrasah Aliyah Negeri 1 of Bengkulu.  The sample was two classes consisted of 33 and 32 students each that conducted LS-based inquiry and LS-based cooperative learnings. The essay test delivered to measure students' critical and creative thinking skills and an observation sheet to measure student activeness. The data were analyzed by t-test to compare the student critical and creative thinking skills as well as the student activeness between the LS-inquiry and LS-cooperative classes. The result showed that LS-based inquiry learning improved the student critical and creative thinking skills that significantly higher than LS-based cooperative learning. The student activeness improved gradually as LS cycles during learning processes in either inquiry or cooperative learning, but no significant difference between these two learning models. It showed that inquiry learning plays a dominant influence in critical and creative thinking skills improvement, whereas LS in student activeness improvement otherwise.

This study aims to determine the content of formaldehyde used as a preservative in dried fish that circulate in the Great Market Madiun and organoleptic salted fish containing formalin. The samples in this study used purposive sampling is a sampling technique with specific considerations. Two salted fish samples taken in the North, two samples were taken in the south, two samples were taken in the West, two samples were taken in the east, and two samples were taken in the central Great Market Madiun. Questionnaire data collection using questionnaires and documentation. Results showed that the formaldehyde content in dried fish balur, peda, and teri can be determined with Fehling method. If salted fish samples (+) containing formalin there will be changes color from blue to green color and there are deposits of red brick, while the sample (-) containing formalin will remain blue when heated and there is a brick red precipitate. Of 30 samples of dried fish salted fish only 1 (-) contain formaldehyde, which is peda salted fish west. Organoleptic clean white color most preferred by the panelists as much as 92% panelists found in samples dried fish balur middle east. Is not the typical organoleptic flavor of salted fish most preferred by the panelists as much as 78% of the panelists found in fish samples salted teri east. Organoleptic chewy texture intact most preferred by the panelists as much as 88% and there is a panelist on the samples salted fish teri middle.

No abstract