Research about scientific literacy and metacognitive in the learning process is one of the main aspects of education with a vision to strengthening 21 st century skills. This study aimed to produce a learning design as a product of a scientific approach-based cooperative integrated reading and composition (CIRSA) media with a vision of empowering science literacy and metacognitive. The research method employed was a 4D research and development model (define, design, develop, disseminate). However, the research was limited up to the develop stage. The research result indicates that the product of CIRSA learning development in form of syllabus, lesson plan, learner worksheet, and evaluation instruments were within the category of very valid and feasible to be used as a learning media for Biology as a subject at the junior high school level. The research result is expected to contribute in the empowerment of scientific literacy and metacognitive.

Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.

Critical thinking skills are referred to as one of the 21st-century skills. These skills should be empowered through Biology learning. This study aims to analyze the improvement of biology-critical thinking skills in students who are taught through the CIRC learning model based on the scientific approach (Cirsa). Critical thinking skills are measured by tests developed by researchers and validated by theoretical biologists. The instrument includes indicators of critical thinking skills such as formulating problems, giving arguments, making deductions, conducting inductions, conducting evaluations, and deciding and implementing. This study used a quasi-experimental method with a pretest-posttest non-equivalent control group design. This study involved 160 students (M = 95, F = 65) of 8th grade of a Madrasah Tsanawiyah School in Bogor. The findings of this study show that students who are taught by Cirsa have higher Biology-critical thinking skills than those by conventional learning. In conclusion, Cirsa learning was recommended to develop or enhance students' critical thinking skills related to biological concepts.

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Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.

PBL adalah pembelajaran yang menggunakan masalah dunia nyata sebagai konteks pembelajaran, sementara E-Learning adalah kegiatan pembelajaran yang memungkinkanya tercapai bahan ajar ke peserta didik dengan menggunakan media internet, salah satunya dengan social media LINE. Penelitian ini bertujuan untuk mengetahui pengaruh PBL menggunakan social media E-Learning terhadap hasil belajar Sistem Pencernaan. Penelitian dilakukan pada November 2018 di SMPIT Asy-syukriyyah, Tangerang, dimana dua kelompok masing-masing memiliki sampel 25 peserta didik yang dipilih secara simple random sampling. Rancangan perlakuan adalah  non-equivalent control group design. Hasil uji prasyarat menunjukkan data berdistribusi normal dan homogen. Uji hipotesis mendapatkan thitung sebesar 2.57 yang lebih besar dari ttabel sebesar 2.44, maka Ho ditolak yang berarti terdapat pengaruh PBL menggunakan social media E-Learning terhadap hasil belajar Sistem Pencernaan. Hasil terlihat pada selisih rata-rata kelas eksperimen lebih besar 7.88.Kesimpulan penelitian ini adalah terdapat pengaruh PBL menggunakan  social media E-Learning terhadap hasil belajar Sistem Pencernaan peserta didik SMP.

The purpose of this study is describing the larva of Aedes aegypti positive water reservoir in Cakung Timur District, which is one of the endemic DHF areas. This is a descriptive research. This research was conducted to 100 residential houses, on October 2010. Larva that gets from water reservoir was brought to FMIPA UNJ laboratory to be examined further. There were 606 water reservoirs found in Cakung Timur District and 5.61% were Aedes aegypti larva positive. Type of water reservoir in Cakung Timur District with a potentially large against Aedes aegypti transmission is bath (15.13%), crock (4.80%), buckets (1.35%), and well (14.29%). Key words: Aedes aegypti larva, Cakung Timur District, water reservoir PendahuluanPenyakit Demam Berdarah Dengue (DBD) merupakan penyakit menular yang endemis. Sejak tahun 1985-1997 jumlah kasus DBD di Indonesia cenderung meningkat (Depkes, 2005). Penanggulangan dan pencegahan penyakit DBD ditekankan pada pemutusan rantai penularan melalui pengendalian Aedes aegypti dengan metode fisika, kimia, dan biologi. Metode fisika melalui kegiatan 3M (menguras dan menutup tempat-tempat penampungan air, mengubur barang bekas), kimia menggunakan larvasida yang dikenal dengan istilah abatisasi, biologi memelihara ikan pemakan larva, seperti ikan cupang (Ctenops vittatus) (Depkes, 1998).Aedes aegypti biasanya meletakkan telur dan berbiak pada tempat-tempat penampungan air bersih atau air hujan seperti bak mandi, drum air, tempayan, ember, kaleng bekas, vas bunga, botol bekas, potongan bambu, pangkal daun dan lubang-lubang batu yang berisi air jernih (Surtess, 1970). Menurut Harwood dan James (1979) kebiasaan hidup pradewasa Aedes aegypti adalah pada bejana buatan manusia yang berada di dalam maupun di luar rumah.Data Balai Besar Teknik Kesehatan Lingkungan dan Pemberantasan Penyakit Menular (BBTKL-PPM) menunjukkan bahwa Kelurahan Cakung Timur merupakan daerah endemis DBD karena setiap tahunnya terdapat penderita DBD di wilayah tersebut. Penelitian BBTKL selama September-November tahun 2008 menunjukkan bahwa persentase total TPA yang positif larva di Cakung Timur mencapai 4.08% dan pada September-November tahun 2009 persentase total TPA yang positif larva Aedes aegypti meningkat menjadi 9.85%. Hingga saat ini, belum diketahui deskripsi TPA positif larva Aedes aegypti di Kelurahan Cakung Timur sebagai daerah endemis DBD. Hal inilah yang menyebabkan peneliti tertarik untuk meneliti lebih lanjut. Tujuan dari penelitian ini adalah untuk

This research aims to determine the effect of the Bio-Repropedia website based on reading, mind mapping, and sharing (RMS) learning model of reproductive system materials to improve student biological literacy. The method used is a quasi-experimental with one group pretest-posttest design. Sample of 61 students were taken random sampling from the class XI IPA SMAN 16 Jakarta, Indonesia student population. The instrument used is biological literacy oriented tests amounted to 30 items. Data were analyzed using descriptive methods, t test and normalized gain. The results showed an increase in biological literacy due to the application of the Bio-Repropedia website based RMS to reproductive system learning. The normalized gain score of 0.69 indicated that the Bio-Repropedia website is effective at improving biological literacy. The Biorepropedia Website based on RMS is best at improving the multidimensional aspects of biological literacy and the concept of menstruation of the reproductive system.