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.

Background: Communication skills are one of the 21st-century learning skills that need to be mastered by students of the Biology Education Study Program of the University of nineteen November Kolaka as prospective teachers to face increasingly complex challenges. The research aims to analyze students' communication skills by applying a free inquiry approach based on blended learning. Method: Quasi Research Experiment with Non-equivalent Control Group Design design.  Control groups, lectures by applying conventional models (online group discussions) while experimental groups apply free inquiry approach based on blended learning. Student communication skills data is obtained through observation sheets and analyzed using inferential statistical analysis (t-test) with the help of IBM SPSS Statistic 20 with the formula Analyze-Compare Means-Independent T-Test and descriptive statistics by calculating the average score of each indicator of student communication skills. Results: Obtained a level of significance (p < 0.05) or (4,335 > 2,056) then Ha was accepted and H0 was rejected, meaning there was an effect on the application of free inquiry approach based on blended learning to student communication skills, and the results of the description analysis showed an average score of student communication skills in the experimental class of 74.24 with good categories and in control classes of 60.39 with sufficient categories. Conclusion: Learning by applying a free inquiry approach based on blended learning positively influences students' communication skills.

This guidance intends to provide guidance to class students of elementary school 1 Lamokato in using the Jarimatika method. This guidance is carried out because it is motivated by the low numeracy literacy of students at elementary school 1 Lamokato. This has an impact on the low ability of students to count. Therefore, guidance is needed for students using a different method from the method used by teachers at elementary school 1 Lamokato. This training was carried out from June to August 2022 at elementary school 1 Lamokato. The methods used in this training are demonstration methods, question and answer, and practice using the Jarimatika method. The students were very enthusiastic during the training. Students are interested in using the Jarimatika method. Students actively ask and answer about the Jarimatika method. Each student practices the method of Jarimatika in front of the class. The result of this training activity is that there is an increase in students' numeracy literacy in this case the ability to count.

Penelitian ini bertujuan untuk melihat peningkatan hasil belajar kognitif mahasiswa yang dibelajarkan dengan model pembelajaran kooperatif Group Investigation (GI). Penelitian ini dilakukan di Universitas Negeri Malang. Subjek dari penelitian ini yaitu mahasiswa angkatan 2016 kelas A yang menempuh matakuliah keanekaragaman hewan dengan jumlah mahasiswa sebanyak 32 orang. Penelitian ini merupakan penelitian dengan pendekatan kualitatif. Jenis penelitian ini adalah penelitian tindakan kelas (PTK) berbasis Lesson Study (LS) yang dilakukan dalam 2 siklus selama 1 semester. Data hasil belajar kognitif diperoleh dari hasil tes essay yang didukung hasil observasi, dan pengerjaan LKM. Hasil penelitian menunjukkan bahwa model pembelajaran GI mampu meningkatkan hasil belajar kognitif mahasiswa dengan peningkatan sebesar 12,22.

The free inquiry approach based on blended learning is a learning approach that is carried out by combining face-to-face and online lectures which gives students the freedom to find problems and solve problems independently, design procedures or steps collaboratively by sharing and discussing with friends. Hence, this learning approach is potentially effective in developing critical thinking and students' creativity in solving problems and students' collaborative skills. Based on this, the aim of this research is to see the effect of the free inquiry approach based on blended learning on creative thinking skills and collaboration skills of Biology Education students, Sembilanbelas November Kolaka University. This research uses quasi-experimental Non-equivalent Control Group Design Pretest-Postest Design method. In this design, both the experimental group and the control group were compared where the experimental group was treated with a blended learning-based free inquiry approach, while the control group used a conventional approach (online discussion). The research data were analyzed by descriptive statistics and inferential statistical analysis (t-test) to determine whether there was a difference between the two sample groups studied with a significant level of 0.05. Based on the data analysis, it was found that the free inquiry approach based on blended learning had a better effect on students' creative thinking skills and collaboration skills.

Pembelajaran abad 21 dicirikan oleh keterampilan dan kompetensi yang dapat ditransfer ke peserta didik. Tingginya tingkat keragaman dan kompleksitas keterampilan abad 21 menjadi pertimbangan untuk menerapkan instrumen asesmen yang beragam. Penelitian ini bertujuan untuk mengembangkan instrument asesmen otentik yang mampu menfasilitasi keterampilan abad 21, seperti critical thinking, collaborative dan problem solving. Penelitian ini menggunakan model pengembangan ADDIE yang terdiri atas 5 tahapan yaitu analyze (analisis), design (perancangan), develop (pengembangan), implement (implementasi) dan evaluation (evaluasi). Subjek dalam penelitian ini yaitu mahasiswa Pendidikan Biologi FKIP Univ Sulawesi Barat Angkatan 2019 semester V kelas C dan D. Hasil penelitian diketahui jika instrumen yang dikembangkan layak digunakan sesuai dengan kriteria valid, praktis dan efektif.

This study aims to determine the effectiveness of learning biology during the new normal period at Senior High School 1 Lalolae. The effectiveness of learning can be seen from the activities of students during learning takes place, student responses to learning and students' mastery of concepts. This type of research is qualitative with observation and interview methods. The population of class XI students is 30 students. The instruments used in the research were observation sheets and interview sheets. Based on research on the observation sheet of the learning process, a score of 80 was obtained, the second meeting was 100 and the third meeting was scored 100. Meanwhile, the acquisition of the learning behavior observation sheet was obtained by a score of 83, the second meeting was 83 and the third meeting was scored 100. Then, the value of the learning outcomes was 100%. of the 30 students passed. So from these three aspects learning biology during the new normal period can be said to be effective

The results of observations in the Biology Education Study Program of Sembilanbelas November Kolaka University, until now the lecture activities carried out in general still use the conventional model which causes students to tend to be passive, the low independence of student learning which hinders students' thinking skills. For this reason, an innovative lecture model is needed that can develop and improve students' critical thinking skills and independence. The purpose of this study was to determine the critical thinking skills and independent learning of students through the flipped classroom model based on blended learning. This research is a quasi-experimental research using one group pretest-posttest design. Data collection by tests and questionnaires. Data were analyzed descriptively quantitatively and one sample t test. The results showed that the value of critical thinking skills of paired samples t-test obtained a significance level (p) of 0.00 < 0.05. For independent learning as a whole, the results of the paired samples t-test obtained a significance level (p ) of 0.00 < 0.05. So it can be concluded that students' critical thinking skills and independence are better when applying the blended learning-based flipped classroom model.