SUMMARYEarly development is governed by the ability of pluripotent cells to retain the full range of developmental potential and respond accurately to developmental cues. This property is achieved in large part by the temporal and contextual regulation of gene expression by enhancers. Here, we evaluated regulation of enhancer activity during differentiation of embryonic stem to epiblast cells and uncovered the forkhead transcription factor FOXD3 as a major regulator of the developmental potential of both pluripo-tent states. FOXD3 bound to distinct sites in the two cell types priming enhancers through a dual-functional mechanism. It recruited the SWI/SNF chromatin remodeling complex ATPase BRG1 to promote nucleosome removal while concurrently inhibiting maximal activation of the same enhancers by recruiting histone deacetylases1/2. Thus, FOXD3 prepares cognate genes for future maximal expression by establishing and simultaneously repressing enhancer activity. Through switching of target sites, FOXD3 modulates the developmental potential of pluripotent cells as they differentiate.

Penelitian ini merupakan penelitian pengembangan yang bertujuan mengembangkan LKPD berbasis PBL untuk meningkatkan keterampilan  berpikir kritis peserta didik pada materi kesetimbangan kimia yang valid, praktis dan efektif digunakan. Model pengembangan yang digunakan dalam penelitian ini mengacu pada model pengembangan Hannafin & Peck, yang terdiri dari tahapan penilaian kebutuhan (need assessment), desain (design), dan pengembangan (develop) dan implementasi (implementation). LKPD berbasis PBL yang telah dikembangkan, divalidasi oleh dua orang ahli. Uji coba LKPD dilakukan di SMA Negeri 21 Makassar pada kelas XI-IPA4 dengan jumlah peserta didik sebanyak 35 orang. Uji  coba ini dilakukan untuk menguji keefektifan dengan memberikan angket respon peserta didik, pengamatan aktivitas peserta didik dan test keterampilan berpikir kritis, kemudian menguji kepraktisan dilakukan pengamatan keterlaksanaan LKPD, angket respon guru dan lembar pengamatan aktivitas guru. Hasil penelitian menunjukkan bahwa LKPD berbasis PBL yang dikembangkan telah dilakukan validasi, yang dinyatakan sangat valid. LKPD berbasis PBL dikatakan praktis dan efektif, karena pada uji kepraktisan yang berhubungan dengan: (1) keterlaksanaan LKPD, menunjukkan seluruh aspek dalam pembelajaran berada pada kategori terlaksana seluruhnya, (2) guru memberikan respon yang positif terhadap LKPD yang digunakan, dan (3) kesesuaian ativitas guru dengan model pembelajaran berbasis masalah berada pada batas interval toleransi. LKPD ini juga memenuhi kriteria keefektifan, dengan hasil: (1) Aktivitas peserta didik berada pada batas interval toleransi; (2) Keterampilan berpikir kritis mengalami peningkatan dengan nilai rata-rata N-Gain sebesar 0,824 yang termasuk dalam kategori tinggi, dan (3) Peserta didik memberikan respon yang positif terhadap LKPD berbasis PBL yang digunakan. Kata kunci: Pengembangan, LKPD Berbasis PBL, Keterampikan Berpikir Kritis, Kesetimbangan Kimia

This study is research development, which aims at developing LKPD (worksheets) based on HOTS on periodic table of elements material which is valid, practical, and effective to be used in training higher-order thinking skills. The development model used in this study refers to 4-D development model, which consists of defining stage (define), designing stage (design), development stage (develop), and dissemination stage (disseminate). The devices developed are LKPD based on HOTS. LKPD based on HOTS which is developed is then validated by two experts. After being validated, the devices are tested at SMAN 2 Enrekang in grade X MIPA 6 with 34 students. The results of the study reveal that the resulting LKPD is valid with mean score of validation is 3.73 which is in very valid category. The practical and effective criterion are also met, the practicality test includes, (1) the implementation of LKPD based on HOTS is in the mean M = 1.79 in category (1.5 ≤ M ≤ 2.0) meaning that the aspect and criteria being observed is in entirely implemented category, (2) the students gave positive response with 47.06% which is very positive, 51.52% gave positive response, and (3) the teacher gave very positive response with the mean score of 3.42 which is practical and no revision. The LKPD based on HOTS has met effective criteria with the following results (1) the students’ learning activity is in the average of 93 which is very active category, (2) the students’ learning result has met effective criteria which obtained the mean score of 58 with the criteria of high level thinking skill level according to Lewy (51-75) which is in good category. Therefore, the conclusion is the product of LKPD based on HOTS developed is valid, practical, and effective.

Abstract:The teaching of the educational levels including at the university level is still emphasized on the aspect of cognitive ability. The emphasis on the aspect of empowering the metacognitive is not touched yet. As a matter of fact, there are some techniques of teaching that can be applied to empower their metacognitive ability such Problem-based Learning (PBL) and cooperative Group Investigation (GI) strategy applies. This study aims to explain the effect of PBL and cooperative GI strategy to the metacognition and this study use "Pretest-Posttest Nonequivalent Control Group Design". This study indicates that students that learned with PBL and GI strategy have scores of metacognition from pretest to posttest higher than students that learned with conventional strategy. Based on the ANACOVA test showed that there were significance differences of students' metacognition ability between the students who were thought through PBL strategy and the students who were thought through conventional and GI strategy.

ABSTRACT