Research and development are aiming to develop critical thinking skills-based modules on the respiration system materials to empower the learning outcomes; verify the effectiveness of critical thinking skills-based modules with teaching materials in schools based on student learning outcomes. Research and development method are using Borg & Gall development procedure with nine phases. Data analysis that used for the research and development are qualitative and quantitative descriptive. Research and development results show that critical thinking skillsbased modules on the respiration system materials were developed according to the indicators of critical thinking skills and knowledge dimension that visualised on the objectives, materials, activities and evaluation questions which are developed to empower the learning outcomes. The result of module effectiveness test, showed by Anacova test result are F Count = 180,4 on factual, conceptual, procedural learning outcomes which are visualised in the form of multiple choice questions and F Count = 40.2 metacognitive learning results are visualised in the form of essays.

The scientific work independence is the core competency of student teacher of science. In this research, the effectiveness of the Science Integrated Learning Model (SIL) was measured in term of the scientific work independence of student teacher of science in changing the society's original knowledge into scientific knowledge. The changing was measured through Ethnoscience learning. The experimental method was used with the control group and experimental group in three different universities. The result of the t-test shows a correlation coefficient significance value at 0.000 < 0.05. Therefore, it concludes that there is not any difference between the experimental and control group. However, there is an effect of model application on the independence of the scientific work of student teacher of science.

This study aimed to describe the profile of scientific inquiry literacy. This study used a descriptive method with engaging 205 students from three junior high schools in Kediri Regency. The sample selection used a purposive sampling technique. The used scientific inquiry literacy instrument referred to ScInqLiT (Scientific Inquiry Literacy Test) by Wenning [12]. The results showed that students’ achievements of scientific inquiry literacy were indicated in the indicators such as identifying and controlling variable (38,05%) with low category; recognizing and analyzing alternative explanations and models (42,93%) with enough category; drawing appropriate conclusions from evidence (60,98%) with enough category; understanding and analyzing data (48,62%) with enough category; constructing and interpreting graphs (38,70%) with low category; constructing hypotheses (39,15%) with low category; designing experimental procedures (61,63%) with high category; and identifying problems to be investigated (51,95%) with enough category. Thus, it can be concluded that students’ scientific inquiry literacy in Kediri was relatively low. Accordingly, for the further studies, they are recommended to enhance some indicators of students’ scientific inquiry literacy with applying appropriate learning methods and teaching materials.

Abstract. The purposes of this study were to investigate students' learning progression on reading activity, science concept comprehension and how they imply it in scientific communication in the classroom. Fifty-nine biology education students participated in this study. This classroom research was developed to portray students' reading activity, factors affecting reading comprehension, and the development of reading motivation. Qualitative analysis was used to describe the whole activities, involve the instruction, process and the product of reading activity. The result concluded that each student has their own way in interpreting the information from scientific text, but generally, they can filter and apply it in their argument as a part of reasoning and evidence. The findings can be used to direct reading activity to the goal of inquiry in order to support the nature of reading as evidence.

This study aims to describe the problem-based learning and collaboration model on science learning in elementary schools in the Industrial Revolution era 4.0 and Indonesia Society 5.0. This research is qualitative and descriptive. Data collection activities at the preliminary stage are carried out by exploring elementary school teachers' perceptions of problem-based learning and its application in science learning in schools in Surakarta, Indonesia. Focus group discussions (FGD) were conducted on 20 elementary school teachers employing the open inquiry method. The discussion reviewed several topics related to the teachers’ perception of the problem-based learning application, the advantages and disadvantages of problem-based learning as the basis for modifying the learning model, and the importance of collaboration skills for elementary school students. The problem-based learning-collaboration (PBL-C) model is a development of the problem-based learning model, which is equipped with collaborative skill indicators from the Industrial Revolution 4.0 aspects and coordination indicators with various parties from Indonesia Society 5.0 aspects. The result of this research is the problem-based learning-collaboration (PBL-C) model design with six steps: (1) orientation of students to problems, (2) organizing students for learning and division of tasks, (3) guiding investigations on local community leaders, (4) proving the results of the investigation, (5) developing and presenting the work, and (6) analyzing and evaluating the problem-solving process.

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This research was aimed at producing a crude intracellular phytase characterized from recombinant bacteria. The recombinant bacteria (pEAS1AMP) was produced by way of transforming pET-22b(+) +pEAS1 into competent E. coli BL21 and E. coli BL21(DE3) cells. Crude intracellular phytase production was induced using 1,5 mM Isopropyl-β-D-thiogalactopyranosid (IPTG). Recombinant bacteria product and enzyme activity test followed the Sajidan method. E. coli BL21(+)pEAS1 and E. coli BL21 (DE3)(+)pEAS1 recombinant bacteria showed growth after 20 hours and 10 hours of transformation. Phytase activity of E. coli BL21 (DE3)(+)+pEAS1 showed higher than those of E. coli BL21(+)+pEAS1. Crude intracellular phytase of pEAS1AMP recombinant bacteria has an optimum activity at pH 5, 40 o C, incubation period of 60 minutes, substrate concentration of 2%, molecular weight (MW) of 47.3 kDa, Km = 15.91 υM and Vm = 2.41 υM/second. Mg 2+ acts as a cofactor but Fe 3+ (10-4 M) acts as an inhibitor.

This research aims to enhance students' thinking skills (TS) through a project-based learning (PBL) intervention in two cycles of classroom action research (CAR) on the topic of the Ecosystem. TS was determined by the quantity and quality of the students' questions (SQ) and statements (SS), which were determined based on Bloom's taxonomy. The research target was students in grade X (N=31) of one social science class at a public high school in Surakarta. Their TS were rated as low during the Pre-cycle. Based on their verbal activities, the students were categorized into five active (A) and non-active (NA) groups (A-1, A-2, NA-1, NA-2, and NA-3). The NA students were more engaged after the two cycles of CAR. Although the A-1 and A-2 students posed more SQ and SS than the NA students, some of the NA-1, NA-2, and NA-3 students performed positively. In the Pre-cycle, only the C1 and C2 cognitive levels were detected, mostly as factual and conceptual. During the CAR, however, C4, C5, and C6 were found as procedural. In Cycle II, we can find a few examples of metacognition. Overall, this research has shown that PBL can be used to increase student learning engagement. They become active communicators. There was evidence that the quality of students' questions and statements improved to the level of C6 and metacognition. Hopefully, further research can be conducted on the impact of grouping strategies during PBL activities by purposively combining high-achieving students or actively questioning and giving their peers statements in the opposite situation.