The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female students. This study is a quasi-experimental research with pretest-posttest nonequivalent control group design. The population in this research is the seventh grade students of junior high schools in Kediri, Indonesia. The sample of the research is in the number of 96 students distributed in three classes at different schools. The data of critical thinking skills are gained from test scores and then analyzed using descriptive and inferential statistics through ANCOVA. The results of research revealed that there are different skills in critical thinking in different models. The highest skills in critical thinking are reached by students who were given differentiated science inquiry model combined with mind map in their learning. There are also differences in critical thinking skills between male and female students.

The purpose of this study was to investigate the effect of RICOSRE learning models towards critical thinking skills of students with different academic abilities. This quasi-experimental study employed a pretest-posttest nonequivalent control group design and involved all the eleventh-grade students from high schools in Malang, Indonesia. The sample consisted of 134 students from two separate schools which represented different academic abilities (high and low). Data were collected using an essay test on students' critical thinking skills. A rubric was employed to assess students' answers and the results were analyzed using ANCOVA. Findings suggest that (1) there is a difference between the critical thinking skills of students whose learning was facilitated with RICOSRE and critical thinking skills of students who were engaged in conventional learning, (2) there is a critical thinking difference between the high and low ability students, (3) there is a difference in students' critical thinking skills affected by the interaction between learning models and students' academic abilities. Based on the results of this study, it can be concluded that RICOSRE can close the critical thinking skills gap between the high and low ability students.

This research was carried out to analyze the effectiveness of the Search Solve Create and Share learning integrated with metakognitive strategy [SSCS + MS] on the creative thinking ability of low academic students. A quasi experimental design has been used to compare the effect of traditional learning, SSCS, and SCCS + MS learning on the creative thinking ability of tenth grade students in Kupang, Indonesia, conducted in three schools. The research data were analyzed by ANCOVA and Least Significant Different test. The results of the research showed that the SSCS + MS learning improved the creative thinking ability of the low academic students ability as much as 36.18% higher than that of the high academic students. These findings also showed that the SSCS + MS learning had the potential in improving the creative thinking ability of the low academic students, as well as the potential to equalize the low academic students and those of high academic ability. Teachers need to implement SSCS + MS learning because this learning can improve the student creative thinking ability especially of those of low academic ability. SSCS + MS learning uses problem solving so has the potential to empower student confident attitude.

Abstract. Supiandi MI, Mahanal S, Zubaidah S, Julung H, Ege B. 2019. Ethnobotany of traditional medicinal plants used by Dayak Desa Community in Sintang, West Kalimantan, Indonesia. Biodiversitas 20: 1264-1270. Dayak Desa community has a long history of using medicinal plants as one of the methods to overcome health problems. Along with the advancement of science, the influx of foreign cultures and environmental degradation, traditional knowledge about medicinal plants and their utilization are only owned by the old generation. This study, therefore, aimed to identify medicinal plants used by Dayak Desa community who lives in Pakak Village. To collect information from the community, a survey was conducted in June 2017. Snowball sampling method was utilized to select 6 informants from whom information related to the plants’ local names, the used parts of the plants, and the ways of managing and using the plants for curing illnesses was obtained through structured interviews. Data analysis was qualitative and quantitative. The results show that 25 species of medicinal plants from 9 families. The most widely used part of the plants is the leaves. The people in the community boil the leaves and drink the extract. Based on the results of the ICS analysis, the plant's value ranged from 1 to 24. The highest value was observed in keladi (Colocasia esculenta L.) and the lowest value was found in kayu kenanga (Canangium odoratum Baill).

There are many studies on biology learning for primary school prospective teachers have been conducted in order to improve learning quality. This research aimed to produce a learning design in form of integrated instructional kit of CIRC and guided inquiry (CirGI). The research method used was research and development adapted from 4D development model of Thiagarajan consisted of define, design, develop, and disseminate stages. The research was limited up to the develop stage. The research result indicated that the product of CirGi instructional kit development in form of the syllabus, lesson plan, student worksheets, and evaluation instruments in form of scientific literacy and mastery of biology concept for primary school in Primary School Teacher Education in Pakuan University. The research result is expected to give a contribution to learning and to be further developed to achieve Biology learning objectives that could empower scientific literacy and the mastery of biology concept.

The aim of this research was to reveal the relationship between student's reading interest and critical thinking skills through Reading Concept Map Group Investigation (Remap GI) and Reading Concept Map Jigsaw (Remap Jigsaw) learning models. To do so, two science classes from first grade of two Senior High Schools in Malang, Indonesia were selected as the participants of the study. They were given the reading interest questionnaire and critical thinking skills essay test after thought by two different learning models. The obtained data were analyzed through Pearson Product Moment Coefficient of Correlation and doing a statistical regression analysis. The result revealed that there was no correlation between two variables both in Remap GI or Remap Jigsaw class. Because of no correlation between two variables was found, two variables were compared through Remap GI and Remap Jigsaw using descriptive analysis. The finding of this study has some implications for teachers to consider some aspect or skills from students and their relationship with each other. So the teacher can predict what needs to be developed and how to do it.

The implementation of CIRC learning is expected to increase the academic achievement in biology of pre-service elementary school teachers. Cooperative learning is based on positive interdependenc y, fac e to fac e interac tion, individual responsibility, communication between members in group and process evaluation in group. The research aimed to study the influence of CIRC on academic ac hievement in biology in Course of Basic Concept of Biology for Elementary S chool. The researc h was conducted for one semester to all students of Primary S chool Teac her Education Program in Faculty of Teac her Training and Education, Pakuan University, Indonesia consisted of 59 students. The research was quasi experiment with randomize factor. Research variables consisted of learning model and academic achievement in biology. Indicators used in ac ademic ac hievement in biology referred to the c ognitive domain of Bloom's Taxonomy level. Data used was the result of pretest and posttest of ac ademic ac hievement in biology. Ancova and de scriptive data statistic were used as data analysis. Ancova test resulted in significance level of 0.000 less than alpha of 0.05. It c an be concluded that CIRC gave better influence on academic achievement in biology compare to conventional learning. It was suggested that lecturer and teac her could implement CIRC to inc rease biology achievement. Active learning with CIRC is able to make students reconstruct biologic al material, thus the knowledge could be in long term memory.

Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students' SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students’ SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group. Keywords: inquiry-based learning, INSTAD, STAD, science process skills.