Response of Biology Students toward Online Learning in the Covid-19 Pandemic Era

This study aimed to describe student responses toward online learning. The respondents in this study were students of the first semester of the Biology Education Department in academic year 2019/2020, totaling 33 people. The sample in this study used a convenience sampling technique. The data obtained were analyzed descriptively using Microsoft Excel. Research data shows that only 6 percent of students feel happy with online learning, because respondents think that they are more flexible about the time and place of learning. Meanwhile, 91 percent of students stated that they were not happy due to many factors such as being difficult to meet face-to-face with friends and lecturers, requiring a lot of money to buy internet quota and an unstable internet network. Referring to these results, it is very necessary to conduct an evaluation by lecturers and relevant policy makers to support the achievement of maximum learning objectives.

Development of Science Student Worksheets based on the Bio-Ecology of Cuttlefish (Sepia sp.) Cultivation to Improve Science Literacy for Junior High School Students

The development of the science student worksheet based on the bioecology of cuttlefish (Sepia sp.) cultivation is an effort to improve the scientific literacy skills of students at the coastal village school of East Lombok. The purpose of this research is to produce student worksheet that is feasible, practical, and effective in improving students' literacy skills. This research is research and development using Thiagarajan 4D development model which includes design, define, develop, and disseminate stages. The research subjects consisted of 1 SMP/MTs equivalent in East Lombok which were determined using purposive sampling technique. The instruments used include validation sheets, student and teacher response questionnaires, and scientific literacy assessment instruments. The feasibility and practicality data were analyzed using the percentage formula, and the effectiveness data were analyzed using the N-gain analysis. The results showed that 1) student worksheet science based on the bioecology of cuttlefish cultivation (Sepia.sp) was feasible to use with an average score of 73 for the content/material aspect, 73 for the language aspect, and 85 for the appearance aspect, 2) science student worksheet based on the bioecology of cuttlefish cultivation. (Sepia sp.) is practically used with an average percentage of student responses of 81% and teacher responses of 88%, 3) student worksheet science based on the bioecology of cuttlefish cultivation (Sepia.sp) is effective in improving students' scientific literacy skills with an average N value -gain of 0.5 in the medium category. Thus, it can be concluded that the science student worksheet based on the bioecology of cuttlefish (Sepia sp.) cultivation is feasible, practical, and effective to use in science learning as an effort to improve the scientific literacy of junior high school students in coastal village schools in East Lombok.

Analysis of Students' Critical Thinking Improvement in Teaching Inquiry with Cognitive Conflict Strategies

This study aimed to analyze the improvement of students' critical thinking skills in teaching inquiry with cognitive conflict strategies. Quasi experiments were conducted in this study. The research sample was twenty students as physics teacher candidates at a private university in West Nusa Tenggara - Indonesia. The critical thinking skills test instrument in the form of essay questions is used to measure students' critical thinking skills. The analysis of increasing of critical thinking skills was analyzed descriptively with the n-gain equation, and the difference in critical thinking skills between the pretest and posttest using a pair t-test which was preceded by homogeneity and normality tests. The results of the n-gain analysis showed that the increase in students' critical thinking scores was in the moderate category. Qualitatively, the increase in scores from pretest to posttest in a row is from not critically to enough critically. The results of this study imply that inquiry teaching with cognitive conflict strategies has the potential to be implemented in classroom teaching for the purpose of improving students' critical thinking skills.

Computer Assisted Learning Media and Decimal Board: How it Impact on Elementary Students’ Concept Mastery?

The lack of students' mastery of decimal fractions has become a current issue among researchers. The comparisin of decimal fraction values was still an obstacle for students. The use of learning media in this study is the Computer Assisted Learning Media and Decimal Board can be a solution to these problems. This study aimed to describe the increase of elementary students’ concept mastery on decimal fractions subject matter. Descriptive-quantitative method with pre-test and post-test was carried out to achieve the research objectives. The subjects in this study were the 4th grade students (22 students) in the East Lombok area. The students' concept mastery was measured using a multiple-choice test instrument of 10 items. The research data were analyzed descriptively and statistically using paired sample t-test. The results showed that students' concept mastery increased after learning (pre-test: 54.5%; post-test: 77.27%). The results of statistical tests using the paired sample t-test also showed that students' concept mastery had increased significantly after learning (p < 0.05). Based on the results of the study, it can be concluded that learning using Computer Assisted Learning Media and Decimal Boards can improve elementary school students' concept mastery on decimal fractions subject matter.

Profile of Students' Critical Thinking Skills and the Implementation of PBLRQA based on Blended Learning in Senior High School

This research aimed to obtain the profile of students' critical thinking skills and the implementation of PBLRQA based on blended learning in high school. This research is a descriptive preliminary study with a saturated sampling technique was taken by 123 students. The method of gathering information with a used a written test, response questionnaire students, and teacher interviews. The analysis was conducted using qualitative descriptive analysis techniques. The result showed that critical thinking skills in the very low category. With the acquisitions of the very low category as many as namely 110 students, the low category as many as 12 students being low, the medium category as many as and 1 student, but in the high and very high categories there are no students who achieve it. The research of the study concluded that the students generally in low critical thinking skills, so it is necessary to change the learning model to improve critical thinking skills, namely by the implementation of PBLRQA based on blended learning.

The Effect of Problem Solving Learning Models on Students' Understanding of Physics Concepts

The goal of this study is to see how problem-solving learning paradigms affect students' grasp of physics ideas. This study is a quasi-experimental study. The sample was chosen using the cluster random class methodology, which consisted of two classes, the first of which was taught using a problem-solving learning model and the second of which was taught using traditional methods. Experiment classes provide problem-solving opportunities to help students better understand physics ideas, while control classes are taught in a traditional manner. Pre- and post-test results from students in both classes were used to collect data. The two-way Anava-test was applied, and the level of significance was found to be 0.000 (sig. 0.05), indicating that problem solving learning is beneficial in improving students’ understanding of physics concepts.

Improving Students' Scientific Literacy: Learning Studies Using Science Teaching Materials on Circulatory System Materials

Scientific literacy is very important in determining the quality of education in a country. The importance of scientific literacy for students because it can invite students to understand the environment, health, economy and many other problems facing modern society. This study aim to develop an integrated science teaching material with guided inquiry model that appropriate to improve students' scientific literacy. This research is a development research using the Dick & Carey model. In addition to developing science teaching materials, this research also develops syllabus, lesson plans, and scientific literacy instruments. This research was conducted in one of the NW MTs in West Lombok Regency. The validation of learning products was carried out by three validators, media experts and material experts. Expert validation data analysis was carried out using the Pearson validation formula. The results of the feasibility study of integrated science teaching materials using guided inquiry models obtained an average value of 94% with very valid criteria. The syllabus got an average score of 87%, lesson plans got an average score of 92%, and the scientific literacy instrument got an average score of 82%. In conclusion, the product of integrated science teaching materials with guided inquiry models is feasible to be implemented in learning process.

The Effect of PhET-Assisted Problem Solving Method on Students' Critical Thinking skills

This study aims to determine the effect of PhET-assisted problem solving methods on students' critical thinking skills. This research is a quasi-experimental research with pretest posttest control group design. Sampling was done by simple random sampling technique, namely class XI IPA-1 as the experimental class and XI IPA-2 as the control class. The research was conducted in one of the senior high schools in Central Lombok – West Nusa Tenggara. The data analysis technique used is t-test using SPSS. The result of hypothesis testing is that the t-test value is less than 0.05. These results indicate that Ho is rejected and Ha is accepted. Based on the results of research and data analysis, it can be concluded that the PhET-assisted problem solving learning method affects students' critical thinking skills.

Coconut Oil Heat Capacity

Heat is energy transferred between a system and its surroundings due to the temperature difference that exists between them. Phase changes of coconut oil can be seen at temperatures between 20°C–100°C. To calculate the incoming heat using the equation Q = m.c.ΔT. Where Q in the experiment is calculated by the equation Q = V.I.t. So to calculate the specific heat of heat (c) = Q/(m.ΔT). The heat capacity is obtained from the equation C = m.c. The method in this practicum is used heater with AC current. The heater used has a voltage of 220 Volts, with a power of 350 Volts. Because the heating voltage is too large, a variable ac (variac) is used to lower the voltage. The voltage used is 20 volts. The material used is coconut oil which is labeled "Barco". The heater directly interacts with the oil. So that the oil can be directly heated homogeneously. Then it is bounded by adiabatic walls. The temperature in this study was controlled, ranging from 150C-500C. the heat of fusion of coconut oil at 28°C. After that, the liquid phase is above 28 °C to 63 °C. This is in accordance with the oil label which states that the melting temperature (melting) is around 26 °C. This difference is due to a leak or air entering the adiabatic wall.

Relational Thinking of College Students in Solving Recurrence Relation Problems Using Hanoi Tower Props

The purpose of this study is to describe how college students with visual, auditory, and kinaesthetic learning style think relationally in solving recurrence relation problems using the tower of Hanoi. This study is an exploratory with a qualitative descriptive approach. It began by the provision of a mathematics ability test and a learning style questionnaire to obtain three subjects, each of which had a different learning style but equivalent mathematics ability. Next, the three subjects were given problem-solving tasks and interviewed twice. Time triangulation is used to check the consistency of the data. After the validity of the data had been confirmed, the analyses were executed. The data analysis stage of this study consists of five stages: data categorisation, data reduction, data presentation, data interpretation, and conclusion. The result shows that all three subjects met the four indicators of relational thinking, were Understand the problem, make a plan completion, carry out the completion plan, and recheck completion but only the kinaesthetic subject managed to find the final answer.