The inquiry of science teaching aims to encourage the ability to think, work and be scientific and communicate as an important aspect of life skills. Inquiry learning with Green Learning Method (GeLeM) focuses on the ability to think, work and be scientific. The data collection was conducted in the Department of Integrated Science, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Semarang on the course of General Biology, even semester of the academic year 2016/2017. The results show that application of method "GeLeM" can increase the average of cognitive value, learning response and the ability of students' Science Process Skill (SPS) in science learning especially biology in the material of the diversity of living creatures. Common biology lectures that use the method of Green Learning Method (GeLeM) can be collaborated with instilling conservation horizon on the students. The conclusion of this study is that Green Learning Method (GeLeM) can improve student cognitive result and science process skill in science learning. In addition, students are also able to find the concept that comes from the environment (nature), students can also love and care for the environment as a vehicle for learning.

We explored energy learning progression and STEM conceptualization among pre-service science teachers (PSTs) in Japan and Indonesia. Th is study used a survey design to collect data using questionnaires on energy content knowledge (energy forms, transformation, dissipation, and conservation) and STEM conceptualization (defi nition, connectedness, and visualization). Results indicated that the Japanese PSTs have greater energy content knowledge than the Indonesian PSTs. Furthermore, content knowledge has a signifi cant correlation with STEM conceptualization.

Penelitian ini bertujuan untuk mendeskripsikan validitas E-Modul Fisika berbasis Science, Technology, Engineering, and Mathematics (STEM) pada materi bunyi di SMA/MA. Metode penelitian yang digunakan yaitu R&D dengan menggunakan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). E-Modul fisika berbasis STEM dibuat menggunakan aplikasi anyflip dan dapat diakses melalui smartphone (android maupun ios) serta PC/Mac melalui link yang telah disebarkan oleh guru mata pelajaran fisika. Berdasarkan hasil validasi dari validator ahli dan pengguna, E-Modul fisika berbasis STEM layak untuk digunakan dalam proses pembelajaran. E-Modul fisika berbasis STEM ini merupakan bahan ajar yang menjadi alternatif bagi guru dan siswa selama proses pembelajaran di era pandemi ini. E-Modul ini dapat mempermudah siswa dalam memecahkan permasalahan yang ada dalam kehidupan sehari-hari, karena modul ini terintegrasi dengan empat bidang STEM. E-Modul ini dilengkapi dengan ilustrasi, animasi, dan latihan soal yang juga terdapat penilaian mandiri untuk mengukur keberhasilan siswa dalam kegiatan belajar yang terdapat dalam E-Modul.

Abstrak -Penelitian bertujuan mengembangkan perangkat pembelajaran untuk meningkatkan keterampilan berpikir kritis mahasiswa melalui sistem e-learning. Metode yang digunakan adalah 2R2D yang dikembangkan oleh Willis. Tahapan penelitian ini terdiri dari pendefinisian, perencanaan dan menyebarluaskan. Data diperoleh melalui pretest, angket dan posttest dengan bentuk instrument berupa lembar angket dan butir soal berpikir kritis. Subyek penelitian adalah 35 Mahasiswa Program Studi Pendidikan Fisika Universitas Jember yang memprogram pada mata kuliah Fisika Sekolah I. Hasil indikator yang dikembangkan dalam berpikir kritis adalah interprestasi, analisis, evaluasi dan inferensi. Validasi ahli menjukkan bahwa perangkat yang dikembangkan adalah cukup valid. Terjadi peningkatan rata-rata pada uji coba perangkat. Berdasarkan penelitian didapatkan simpulan bahwa perangkat pembelajaran dengan sistem e-learning meningkatkan keterampilan berpikir kritis mahasiswa. Kata kunci: Sistem e-learning, keterampilan berpikir kritisAbstract -The research aims to develop a learning tool to improve students critical thinking skills through e-learning system. 2R2D method developed by Willis is used as a research method. The research steps are defining, planning and disseminate. Data were obtained through a pretest, posttest questionnaire and the form of instruments were questionnaire and critical thinking test. Subjects were thirty five Physics Education Program Study at Jember of University who do programming in the School Physics I course. The result of the developed indicators in critical thinking are interpretation, analysis, evaluation and inference. Experts has validate that the developed learning tool is valid, with an increase of an average value on a test phase. The result concluded that the e-learning system will improve students critical thinking skills.

This study purposed to develop an E-student worksheet on environmental pollution material to improve the critical thinking skills of junior high school students. E-student worksheet is an electronic-based student worksheet that utilizes the internet in its application. E-student worksheets can create various kinds of content, both visual and audiovisual, to train and assist students in finding concepts through the learning process. The development research method used a 4-D model, but only three stages were carried out: defining, designing, and developing. This research was conducted on seventh-grade students at SMPIT Al Ghozali Jember. The instruments used in this study were validation sheets, learning implementation sheets, critical thinking skills tests, and student response questionnaires. The results of this study indicated that the E-student worksheet had very valid criteria with a value of 94%. The implementation of learning showed very high criteria with a value of 92%. The effectiveness of learning had effective criteria with an average N-gain value of 0.70, and student responses had a good criterion, with a value of 77.3%. It can be concluded that the E-student worksheet on environmental pollution material could improve students' critical thinking skills in science learning in junior high school

No abstract

This research was a developmental research.

This research investigates the factors that influence pre-service science teachers' conceptualization of STEM education. The factors involved STEM self-efficacy, STEM anxiety, science content knowledge, and mathematics content knowledge. The survey method was utilized in this research to collect a huge number of respondents at one time. The participants were 604 pre-service science teachers in Indonesia with different backgrounds (physics Education, biology education, chemistry education, Ingrate of Science education, and primary school education). The instruments were developed and share with participants using a google form to avoid the items that the participant did not fill in. The data analyzed using STEM showed that science content knowledge, STEM self-efficacy, and STEM anxiety were influencing the conceptualization of STEM education. This research suggested that to improve the quality of STEM education in the classroom. Pre-service science teachers should understand the concept of the content taught