Science Process Skills (SPS) are the essential abilities which need to be mastered in learning biology to strengthen students’ learning outcomes. The aim of this study was to analyze the relationship between SPS and biology Cognitive Learning Outcome (CLO) of senior high school students. The sample was 100 tenth graders in Malang. The correlational study used two test types as the instrument (i.e. essay and multiple choice). The essay instrument consisted of 10 items which were developed from SPS aspects (basic and integrated skills). Meanwhile, the biology CLO was measured using multiple choice test which consisted of 30 items. The collected data were analyzed using simple linear regression analysis. The results showed that the highest students’ SPS aspect was observing (78.84%), while the lowest was predicting aspect (27.30%). In addition, the highest achievement of students’ biology CLO was C1 (94.23%), while the lowest was C6 (33.46%). The regression analysis showed that there was a significant correlation between students’ SPS and biology CLO, where the equation was Y = 27.988 + 0.311X.  Therefore, it is crucial to consider SPS to be integrated into a learning activity by using various learning models that empowering these skills to improve students’ biology CLO.

It was previously found that students have low in learning collaboration, which is the learning process has not facilitated them to develop their skills. Therefore, this study aims to investigate the effects of project-based learning (PjBL), Predict-Observe-Explain (POE), and Predict-Observe-Explain based Project (POEP) on student collaboration skills in Biology education. The pretest-posttest non-equivalent control design was used and it involved 144 tenth grade students from Tarakan, Indonesia. This research was conducted from August to December 2020, while observation sheets was used to assess the student collaborations skills. The instrument used is the student collaboration skill observation sheet refers to Greenstein, 2012. The collaboration skills observation sheet has a score of 1-4 from each aspect. The aspects used are working productively, showing respect, compromise, and responsibility. Data collection in this study was carried out using WhatsApp, and Google Classroom as learning platform. The results of the analysis of covariance (ANCOVA) showed that PjBL, POE, and POEP affected their collaboration skills (p < 0.005). The LSD test result showed that PjBL, POEP, POE, and conventional learning models were significantly different in improving the skills. The POEP class had the highest posttest score, hence it can be used to improve student collaboration skills. This research contributes to providing a learning experience that empowers students' online collaboration skills.

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Collaboration skills are skills that students must possess to face the challenges of the 21st century. Collaboration skills do not only play a role in learning but are indispensable for solving life problems. The purpose of this study was to identify the collaboration skills of high school students in science learning. This non-experimental survey research involved 226 high school students. Data collection was carried out by observation with observation guidelines. The aspects of collaboration skills that we observe are work productively, demonstrate respect, compromise, and shared responsibility. The results showed that the highest level of productive collaboration skills in working at level 2 basic category was 55.71%. shown the highest award at level 2 basic category of 54.29%. The highest compromise was at level 1 for the novice category at 55.91%. the highest share responsibility at level 1 for the novice category of 51.43%. In general, collaboration skills in student learning need to be improved. Based on the results of this study, a learning model is needed that can empower students' collaboration skills.

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Learners need to possess scientific literacy in order to be able to analyze and explain scientific concepts and solve daily life problems. The current study aimed to analyze the potential of the Socio-Science Spirituality learning model to improve the scientific literacy of students at the junior high school level. The sample of this research contained eight-grade students from an Islamic based school in Surabaya. A quasi-experimental design was used in this study involving the Socio-Science Spirituality class as the experimental group and the conventional class as the control group. Data were collected using multiple choice tests where the questions were developed based on 37 scientific literacy indicators. The data were analyzed using ANCOVA. The results showed that the application of the learning model influenced students’ scientific literacy, where the Socio-Science Spirituality group increased their scientific literacy 28.37% higher than the conventional group. In short, the Socio-Science Spirituality learning model has a higher potential to increase students’ scientific literacy, so that it can be used as a new reference to empower students’ scientific literacy.

<p><strong>Abstract:</strong> The purpose of this study was to produce Environment Pollution valid and practice modul based on Biology Environment Technology Society (BETS) of the material, the validity of teaching materials, and practicality. This developmental research adopted the ADDIE development model. The result of material expert validation was 100% with a very valid category. The results of the validation of teaching material experts amounted to 99.50% with a very valid category. The results of the assessment by field practitioners amounted to 90.98% with a very practical category. The results of the assessment of usage by students amounted to 90.35% with a very practical category. Based on these results it can be concluded that the BETS-based environmental pollution module that has been produced has been appropriate to be used as teaching material for the Environmental Science Basic course.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk menghasilkan modul pencemaran lingkungan berbasis BETS (<em>Biology Environment Technology Society</em>) yang valid dan praktis. Model pengembangan yang digunakan yaitu model pengembangan ADDIE. Hasil validasi ahli materi sebesar 100% dengan kategori sangat valid. Hasil validasi ahli bahan ajar sebesar 99,50% dengan kategori sangat valid. Hasil validasi oleh praktisi lapangan sebesar 90,98% dengan kategori sangat praktis. Hasil penilaian penggunaan oleh mahasiswa sebesar 90,35% dengan kategori sangat praktis. Kesimpulan penelitian yaitu modul pencemaran lingkungan berbasis BETS (<em>Biology Environment Technology Society</em>) yang dihasilkan telah layak digunakan sebagai bahan ajar untuk matakuliah Dasar Ilmu Lingkungan.

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