The study aims to measure/determine the level of self-regulated and self-awareness in the science learning process, analyze students' self-regulated and self-awareness in science learning in the era of the Covid-19 pandemic. The design of this study was a modified experimental pre-test post-test control group design. This research was conducted from March to July 2020, with 200 research subjects divided into four classes. The research instrument consisted of questionnaires and test questions in the online form. The data obtained were analyzed using an analysis of scores and averages of the questionnaire filled out online. The subjects of this study were students who took science classes with a total of 200 students in the Elementary School Teacher Education, Faculty of Education, Universitas PGRI Yogyakarta. The results showed that the learning process of science could take place online using the Zoom application, Google Classroom, UPY e-learning, and WhatsApp group. Based on the analysis results, it is known that the average score of Self-Regulated Learning is 74.59 (good), the average score for Self-Awareness is 75.75 (good), and the average learning achievement is 74.59 (good). It can be concluded that this online science learning takes place to the maximum, has a value of usefulness that is seen from the average of independent learning numbers, self-awareness number, and student achievement, which are in good categories.

This study aims to improve the scientific literacy and scientific character of students of prospective primary school teachers through science learning integrated ethnoscience science. This research is an experimental study for students in class A1 and A2 of the PGSD UPY study program. Class A1 is an experimental class that implements science learning integrated ethnoscience and class A2 as a control that implements conventional learning. This type of research data consists of scientific literacy data and student scientific characters. Scientific literacy data was collected using tests and analyzed using N-gain, while scientific character data were collected using observation sheets and analyzed by descriptive percentages. The results of the study show that science learning integrated ethnoscience can improve students’ scientific literacy with a gain score of 0.81 which is included in the high category. The average score of students’ scientific character in science learning integrated ethnoscience is in the high category, where the average score of scientific characters in each aspect at each meeting is > 70%.

This study aims to improve the scientific literacy and citizenship literacy of elementary school students through Ethnoscience-based thematic learning. This research method is experimental research with a quasi-experimental design type—data collection techniques using test techniques, namely science literacy tests and citizenship literacy tests. Based on the results of the post-test analysis of data Literacy of science obtained t value = 3.781> t table = 1.998 and t-test results of the test of citizenship literacy got t value = 4.971> t table = 1.998. It means that there are significant differences in scientific literacy and civic literacy in the experimental and control groups. While the N value of scientific literacy gain in the control group is 0.43 (moderate) while in the experimental group is 0.73 (high) and citizenship literacy in the control group is 0.34 (medium) while in the experimental group is 0.73 (high). Based on these results, it can be concluded that there was an increase in scientific literacy and high citizenship literacy in the experimental group and increased science literacy and moderate citizenship in the control group.

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