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Penelitian ini bertujuan untuk mengetahui hubungan antara kemampuan penalaran dengan keterampilan argumentasi siswa pada konsep sistem pencernaan melalui PBL. Penelitian ini menggunakan metode korelasional dengan alat pengumpul data berupa tes pilihan ganda beralasan untuk menjaring kemampuan penalaran siswa dan lembar argumentasi yang telah diadaptasi dari Toulmin's Argumentation Pattern (TAP) untuk menjaring keterampilan argumentasi siswa. Subjek penelitian adalah siswa kelas XI SMAN X di Kabupaten Bandung Barat yang berjumlah 33 orang. Analisis data menunjukkan bahwa terdapat hubungan positif yang kuat antara kemampuan penalaran dengan keterampilan argumentasi siswa. Hal ini ditunjukkan dari perhitungan koefisien korelasi sebesar 0,76 dengan koefisien determinasi 57,76%.Kata kunci: kemampuan penalaran, keterampilan argumentasi, Problem Based Learning.

<strong><span style="font-size: 9.0pt; line-height: 107%; font-family: 'Times New Roman',serif; mso-fareast-font-family: Calibri; mso-ansi-language: IN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Exploring Critical Thinking And Students Curiosity Through Simple Inquiry Laboratory Activity</span></strong><span style="font-size: 9.0pt; line-height: 107%; font-family: 'Times New Roman',serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">. This study is a preliminary research to explore critical thinking skills and students curiosity of primary school in understanding science through simple inquiry laboratory activities. Participants are 20 students of 4^th grade from one of the primary schools in Bandung. The researcher uses descriptive method to describe student activity during learning, student idea, and student's response in learning, obtained through personal communication, student worksheet and questionnaire. In the first lab activity, researchers used plasticine to explore students' ideas for design 3 objects for exploring science concept namely "floating, drifting and sinking. In the second activity students are directed to apply the concept that has been obtained in the first activity, which is they should selecting and classify red bean and corn with good quality and bad quality that used to be seeds. The results show that critical thinking ability and students curiosity begin look when they design objects that are expected for floating and drifting. Students are enthusiastic about experimenting and trying to recreate if their plasticine design fails. Trial and error activities are also stimulate them to continue their idea to find the right design objects. That concepts can be applied by student in daily life to select and classify seeds with good and less quality, and they are enthusiastic to plant it and compare it growth. Results also show that students enjoy  learning, not sleepy and bored, and feel challenged</span><table class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext;" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; mso-yfti-lastrow: yes;"><td style="width: 305.95pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt;" valign="top" width="408"><p class="Abstrakabstract"><strong><span style="font-size: 9.0pt; font-family: 'Times New Roman',serif;">Exploring Critical Thinking And Students Curiosity Through Simple Inquiry Laboratory Activity</span></strong><span style="font-size: 9.0pt; font-family: 'Times New Roman',serif; mso-ansi-language: EN;" lang="EN">. This study is a preliminary research to explore critical thinking skills and students curiosity of primary school in understanding science through simple inquiry laboratory activities. Participants are 20 students of 4^th grade from one of the primary schools in Bandung. The researcher uses descriptive method to describe student activity during learning, student idea, and student's response in learning, obtained through personal communication, student worksheet and questionnaire. In the first lab activity, researchers used plasticine to explore students' ideas for design 3 objects for exploring science concept namely "floating, drifting and sinking. In the second activity students are directed to apply the concept that has been obtained in the first activity, which is they should selecting and classify red bean and corn with good quality and bad quality that used to be seeds. The results show that critical thinking ability and students curiosity begin look when they design objects that are expected for floating and drifting. Students are enthusiastic about experimenting and trying to recreate if their plasticine design fails. Trial and error activities are also stimulate them to continue their idea to find the right design objects. That concepts can be applied by student in daily life to select and classify seeds with good and less quality, and they are enthusiastic to plant it and compare it growth. Results also show that students enjoy<span style="mso-spacerun: yes;">  </span>learning, not sleepy and bored, and feel challenged</span><span style="font-size: 9.0pt; font-family: 'Times New Roman',serif; mso-fareast-language: EN-US;">.</span></p></td></tr></tbody></table>

The aim of this research is to know the influence of field trip on scientific literacy and attitude towards science of senior high school students before and after the field trip implemetation in ecosystem learning. The research was conducted in SMAN I Pangalengan. The method which was used in this research is Quasi Experimental with Nonequivalent Control Group Design as the design. The result shows that there are significant difference in scientific literacy between the control class where discussion was applied and the experimental class where field trip was applied, with t = 0.003 and α = 0.05. The result also shows that there is a significant attitude between the control and experimental class, with t = 0.003 and α = 0.05. Those results show that field trip gives significant effect on high school student's scientific literacy and attitude towards science in ecosystem concept.

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Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berpikir kreatif pada materi biota laut menuju pembangunan berkelanjutan melalui pembelajaran berbasis proyek pada mahasiswa calon guru biologi. Penelitian ini menggunakan metode quasi eksperimen dengan one group pretest postest design. Subyek terdiri dari 31 mahasiswa yang memprogramkan mata kuliah ekologi laut pada semester 5 di salah satu universitas Kalimantan Tengah. Instrument tes yang digunakan berupa soal test pilihan ganda (PG) beralasan dan soal test uraian. Kegiatan pembelajaran dilaksanakan empat tahap yaitu (1) mahasiswa diminta untuk mendesain proyek yang dilakukan, (2) mempresentasikan teori dan rancangan terkait proyek yang akan dilakukan, (3) melakukan implementasi proyek yang sudah dirancang dan pengamatannya, (4) melaporkan hasil implementasi proyek sekaligus mengevaluasi untuk kegaiatan proyek selanjtnya. Hasil penelitian menunjukan bahwa setiap indikator keterampilan berpikir kreatif yang diamati yaitu flexibility, originality dan elaboration menunjukkan adanya perbedaan signifikan antara pretes dan postest. Hasil ini dapat dikatakan bahwa pembelajaran berbasis proyek pada konsep biota laut menuju pembangunan berkelanjutan dapat meningkatkan keterampilan berpikir kreatif.

Naturalistic intelligence is a part of multiple intelligences, while problem-solving skills are part of higher-order thinking. Both are learning outcomes required to be developed and improved since these competences were considered poor in Indonesia. Field trip is a learning method that can encourage students to interact directly with the real object in nature. That learning method is expected to improve students' naturalistic intelligence and problem-solving skills. In this case, this research was conducted to discover the influence of field trip on students' naturalistic intelligence and problem-solving skills. This research was an experimental research using pre-test and post-test design. The eighth-graders of Islamic school (Madrasah Tsanawiyah) Pameungpeuk, Garut, year of 2017/2018 were employed as the respondents. The obtained data were analysed using the average comparison tests, which were t-test (for parametric data) and Wilcoxon test (for nonparametric data) with α value of 0.05. Based on the analysis, there was a significant difference of students' natural intelligence with the sign value of 00,05. These results were supported by the percentage of the affective aspect questionnaire in naturalistic intelligence. In problem-solving skills analysis, the test score revealed a significant difference with sign value of 0.025 even though the results of the questionnaire only showed a slight difference. Therefore, it was concluded that field trip influenced students' naturalistic intelligence, however, it had no influence on the affective aspect of problemsolving skills, and conversely it influenced the cognitive aspect of problem-solving skills. Field trip is potential to be an alternative method for teacher in junior high school to improve naturalistic intelligence and problem-solving skills applied in ecosystem subject.

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