This study aims to formulate the RADEC learning model with full online learning mode in natural science instruction, both through synchronous and asynchronous communications. This research belongs to the type of qualitative description with the participants involved consisting of 20 students and 5 teachers taken based on a purposive sampling technique. The instruments used were a questionnaire and unstructured interviews that were processed with triangulation techniques. The results of this study indicate that 1) At the Read stage the teacher provides opportunities for students to enrich knowledge from various sources through asynchronous communication, 2) At the Answer stage, students also answer pre-learning questions through asynchronous communication, 3) At the Discuss stage, the teacher divides students into small groups. Students discuss pre-learning questions in their groups then answer them through asynchronous communication. Students’ answer is the sources information for the teacher to classify concepts based on difficulty level, 4) At the Explain stage, the teacher is a moderator who gives students opportunities to rebut or support the answers. The teacher also leads students to have scientifically conceptual knowledge with probing questions through synchronous communication, 5) In the Create stage, students agree, realize, and report ideas on the product. They have to present the product through synchronous communication.

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Complex thinking skills is a dynamic process that requires variety of complex ideas in order to increase student understanding. The purpose of this study was to analyze the complex thinking skills of grade VII students in the city of Sukabumi through problem-based learning using mind mapping. Complex thinking skills researched in this study consisted of problem solving skills, decision making skills, critical thinking skills, and creative thinking skills. This study used a quasi experiment method with 38 students. The instruments were a test of complex thinking skills, mind mapping assignment, and the observation sheet. The results showed that 1) the complex thinking skills of the students have increased after the implementation of problem-based learning using mind mapping, with the normalized gain of 50.60% (medium); 2) the skills that have increased the most were problem solving skills and decision making skills.

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This study aims to determine the students' achievement in answering modified lawson classroom test of scientific reasoning (MLCTSR) questions in overall science teaching and by every aspect of scientific reasoning abilities. There are six aspects related to the scientific reasoning abilities that were measured; they are conservatorial reasoning, proportional reasoning, controlling variables, combinatorial reasoning, probabilistic reasoning, correlational reasoning. The research is also conducted to see the development of scientific reasoning by using levels of inquiry models. The students reasoning ability was measured using the Modified Lawson Classroom Test of Scientific Reasoning (MLCTSR). MLCTSR is a test developed based on the test of scientific reasoning of Lawson's Classroom Test of Scientific Reasoning (LCTSR) in 2000 which amounted to 12 multiple-choice questions. The research method chosen in this study is descriptive quantitative research methods. The research design used is One Group Pretest-Posttest Design. The population of this study is the entire junior high students class VII the academic year 2014/2015 in one junior high school in Bandung. The samples in this study are one of class VII, which is class VII C. The sampling method used in this research is purposive sampling. The results showed that there is an increase in quantitative scientific reasoning although its value is not big.

Abstract. The purpose of this study is to describe pre-service teacher's learning during lecturing Animal Physiology and investigate it's impact on pre-service teacher's technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn't also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested. IntroductionThe 21 st century demands qualified human resources, generated by professionally managed institutions to produce superior results. Education as part of efforts to improve the quality of human resources also changes and follows the times. Therefore, professional teachers are required. To prepare a professional teacher must be prepared from the beginning, that is when they are still students (preservice teachers). During the course of lectures, preservice teachers of the University of Galuh Ciamis Biology are equipped with knowledge about Biology as content, pedagogy, and technology. These three types of knowledge interact and form new knowledge known as Technological Pedagogical Content Knowledge (TPACK) (Mishra and Koehler, 2006). TPACK which is owned by biology preservice teacher has an important role, because TPACK will influence the student how preservice teachers in teaching (Srisawasdi, 2012). Effective teachers not only know their subject matter but they also able to create a stimulating learning environment and apply pedagogical strategies, including technology-rich strategies that engage students while helping them improve their achievement (NCATE, 2010).The TPACK framework was developed by Mishra and Koehler based on Lee Shulman's concept of PCK by adding technology. One form of TPACK application in learning is the use of technology in teaching certain materials. Technology is considered important to be integrated in learning to respond to the challenges of the 21 st century. Teachers are not only required have the ability of PCK but also apply technology in learning, so technology, pedagogy and content has become a part of teacher education programs to prepare preservice teachers. Applying technology in its teaching process. This research was conducted in order to analyze TPACK development process in Biology preservices

Informal reasoning is the basic reasoning frequently used by people to solve complex daily life problems. Unlike scientific reasoning, informal reasoning includes cognitive and affective processes in which the types of reasoning can be intuitive, emotive and rational. This cross sectional study aims at analysing development pattern of students' informal reasoning at elementary school, junior high school, and senior high school. Moreover, the study also identifies differences between boys and girls reasoning. The participants were 20 elementary school students, 30 junior high school students, and 30 high school students who attended schools managed by the same foundation. The data were collected using five items test on issues found in everyday life. Students' responses were grouped into intuitive, emotive, or rational reasoning. The study finds that students' informal reasoning tends to develop in accordance with the school grade. Related to gender, the study finds that girls tend to use rational reasoning while boys tend to use intuitive reasoning.