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Learning requires media assistance to improve efficiency. The aim of this study is to examine students' cognitive learning outcomes after learning dynamic fluid material about Toricelli using Toriduino. Toriduino is a learning tool that uses a microcontroller and a flowmeter sensor to replace traditional physics learning materials in the lab. This is a quantitative study involving thirty 11th grade students at the senior high school level. In the results it was verified that majority of the answers of the students who use Toriduino correctly answered the questions on the worksheet. Furthermore, the results of the students' questionnaire responses revealed that most students, 73.3%, agreed that Toriduino assisted them in understanding the topic of dynamic fluid in the Toricelli subchapter. After learning how to use Toriduino, students can identify the speed of fluid flow at the depth of the sensor, indicating that students cognitive learning outcomes are mostly at the level of understanding (C2) to analyzing (C4). [ABSTRACT FROM AUTHOR]

This study aims to see how mind map-based handouts with inquiry learning models affect junior high school students' physics learning outcomes. The research method used was quasi-experimental with the randomized control Group Only Design. Sampling used a purposive sampling technique with one sample as the experimental class and one as the control class. The data in the study are the results of learning cognitive, affective, and psychomotor aspects. The research instrument was an objective test for cognitive aspects of learning outcomes and observation sheets for affective and psychomotor aspects of learning outcomes. The result of the study showed that the student's average learning outcomes in all three aspects of the experimental class were higher than in the control class. After testing the hypothesis, the tcount on the cognitive aspect is 2.88, the tcount on the affective aspect is 2.52, the tcount on the psychomotor aspect is 2.19, the ttable with dk 58 is 1.68 and the tcount > ttable. Therefore, the hypothesis states that the learning outcomes of the experimental class using mind map-based handouts with the inquiry learning model are more significant than the control class and can be accepted at the 0.05 significance level. [ABSTRACT FROM AUTHOR]

Since the Covid-19 pandemic, online learning has been implemented to change offline learning. This activity can affect the cognitive ability of students on material learning if the learning process is not carried out optimally by both students and teachers. The purpose of this study is to determine the effectiveness of the Flipped Classroom learning model on the cognitive abilities of high school students in the redox material of grade 10 SMA Negeri 1 Lawang. This type of research is in the form of experiments. Experiential classes use the Flipped Classroom learning model, while the expository learning model is used in the control class. To find out the influence of the learning model, pretest and posttest tests are carried out on students. The test results were then tested using the Paired t-test on SPSS 25 for Windows. The test results of this study are: The effectiveness of the Flipped Classroom learning model as an improvement in students' cognitive abilities is better than the expository learning model, and the effect size of the Flipped Classroom learning model has a low category with a value of 0.425. [ABSTRACT FROM AUTHOR]

In this current education system, technology literacy skills have an impact on students' cognitive learning outcomes. Therefore, learning media is needed to help students understand the material and improve technology literacy and cognitive learning outcomes. This research aims to produce mobile learning based on education games using the SOLE (Self Organizing Learning Environment) Learning model to train technology literacy and improve cognitive learning outcomes of class XI students that are valid, practical, and effective. This research belongs to research and development using the Lee & Owens model. Implementation is carried out using a pre-experimental design. Types of data obtained in the form of quantitative and qualitative data. The data collection instruments used material validation sheets, media validation sheets, learning device validation sheets, practicality sheets by practitioners, student response questionnaires, technology literacy observation sheets, and pre-test and post-tests. The results show that the product has been validated by the material, media, and learning device validators. Furthermore, this product can be implemented after a good response from teachers and students. After implementing the products, the technology literacy skills obtained up to 90%, while students' cognitive learning outcomes increased by up to 70%. The Wilcoxon signed rank test results show 0.00, which means there was a difference between the pre-test and post-test data. This product could improve students' cognitive learning outcomes on cell biology material and empower technology literacy. [ABSTRACT FROM AUTHOR]

This study aims to analyse the improvement of cognitive learning outcomes using the PBL model. This type of research is quantitative descriptive research. This research was conducted at the State University of Malang on biology students who are taking Plant Physiology courses in the odd semester. The research sample was chosen randomly, which consisted of 32 biology Offering I students. The data collection method was carried out by a test using description questions. The instrument used in the study to measure cognitive learning outcomes was using pretest and posttest questions. To see the improvement, the N-gain score test was carried out. Based on the results of the study, the N-gain value of cognitive learning outcomes was 0.41 in the medium category. Based on the research results obtained, it can be concluded that the PBL model improves student cognitive learning outcomes. [ABSTRACT FROM AUTHOR]

This study aimed to examine the relationship between creative thinking skills and collaboration with cognitive learning outcomes in the plant physiology course using the PBL model. Research method using correlation research. The subjects in this study were undergraduate students from the Department of Biology who participated in the plant physiology course. Class with a total of 33 people. The results showed creative thinking skills and collaboration with cognitive learning outcomes with an effective contribution. Learning, learning motivation, and the effect of learning during and offline impact cognitive learning outcomes. [ABSTRACT FROM AUTHOR]

In the 21st century, students need competence in biology learning, including the ability to think critically and think at a higher level. This research and development aim to compile and produce PBL-based electronic modules which are considered valid and practical. The electronic module is expected to be able to improve the ability of XI-grade students to think critically and think at higher levels. The development of this electronic module is based on the teaching materials used by students at the Malang National High School, which are still inadequate; besides, the learning activities contained in the teaching materials are less able to improve students' cognitive learning outcomes and train students to think critically. The model implemented in this research and development was the ADDIE model. The subjects of this research were material experts, media experts, learning device experts, field practitioners, and XI-grade students. Moreover, validation results from material experts, media experts, and field practitioners are 100%, 99%, and 99%. The results of the validation of the syllabus, lesson plans, pre-test and post-test, as well as questions about evaluating students' cognitive learning outcomes, which are validated by learning device experts, are 95%, 93%, 89%, and 89%. Electronic modules and learning devices which have been validated are very valid for use in learning activities. In addition, the results of the percentage of trials for students with several stages, one trial, small group trial and field trial, are 92%, 94%, and 88%; it is considered very practical to use. Thus, based on the results of this research and development, the electronic module developed is valid and practical for use in biology learning activities. [ABSTRACT FROM AUTHOR]

This Research and Development aim to produce PBL-based mobile learning (Problem-Based Learning) material for human heredity that is valid, practical, and effective by digital literacy practice to enhance students' cognitive learning outcomes. The development model is based on Lee & Owens with four stages: analysis, design, implementation, and evaluation. Material experts, media experts, and learning experts validated the product. Biology education practitioners and student responses assessed the practicality of the product. The product's effectiveness is evaluated from the implementation to students with a pre-experimental design. Data were collected using validation sheets for validity testing, practicality sheets for biology education practitioners, student response questionnaires, worksheets, pretests, and post-tests. The validation test results by material experts, media experts, and learning experts are 100%, 100%, and 98.96%, respectively. The results of the practicality tests by education practitioners showed 97.86%. In contrast, the results of student responses through one-to-one trials, small group trials, field trials, and pilot tests were 92%, 92.6%, 90.9%, and 90.5 %. By practising digital literacy up to 81%, students' cognitive learning outcomes due to the effectiveness test increase to 62%. The paired t-test showed a significance of 000<0.05, so there was a difference between the pretest and post-test data. The study results concluded that the mobile learning developed was very valid, practical, and effective by digital literacy practice to enhance students' cognitive learning outcomes. This media deserves to be an alternative media in biology learning. [ABSTRACT FROM AUTHOR]

Science education in the 21st century aims not only to improve students' mastery of knowledge but must be oriented to its use to solve problems in daily life. This research and development objective is to develop and produce the inquiry learning-based electronic module on human respiratory system material to train scientific literacy and student learning outcomes. The model implemented in this research and development followed Lee and Owen's model (2004), which consists of five stages: assessment/analysis, design, development, implementation, and evaluation. Research and development are carried out from November 2021 to May 2022. Research and development results show that the validity of teaching materials and media, respectively, are 100% and 97.1%, while the practicality test, according to student questionnaires, is 89%. This research shows that the inquiry learning-based electronic module in biology learning resulted in an increase in students' scientific literacy scores from 76.5% to 90.1%. The average cognitive learning outcome was 90.1, with a class completeness rate of 93%. The inquiry learning-based electronic module of the human respiratory system as a learning material and media is declared valid and practical so that it is suitable to be used to train scientific literacy and cognitive learning outcomes. [ABSTRACT FROM AUTHOR]

The problem-solving skill index of Almaarif Singosari Islamic High School students is in the low category, which is 39.1%, and 39% of Almaarif Singosari Islamic High School students' cognitive learning outcomes are below the KKM, which is 75. This study aims to produce an e-comic based on Problem-Based Learning that is valid and practical for human movement systems. E-comic is used to practice problem-solving skills and improve student cognitive learning outcomes in class XI SMA Islam Almaarif Singosari. The development of e-comic using Lee and Owens model. Material validation test results obtained a percentage of 100% (very valid) and media of 98% (very valid). Practicality test results of biology education practitioners obtained a percentage of 97.64% (very practical). The practicality test by students results in the one-to-one trial stage obtained a percentage of 90,74%, the small group trial obtained a percentage of 91,11%, and the field trial obtained a percentage of 91,48%. The three stages are classified into very practical categories. This e-comic can be developed on other basic competencies to improve learning outcomes and other 21st-century skills. Development can be continued with implementation to determine the effectiveness of the media. [ABSTRACT FROM AUTHOR]

This study aims to provide information related to chemical teachers' perceptions of chemical literacy, cognitive learning strategies, and self-efficacy in high school students in East Lombok. The research sample was five chemistry teachers (four female, one male). The sampling technique was done by purposive sampling. Data were collected using face-to-face open interviews (one-on-one), and participants were given 15 questions and collected in the form of video and voice recordings. The study results found that the terms chemical literacy and self-efficacy were still foreign to some teachers. They revealed that students' chemical literacy was still low. The student's chemical literacy ability was still in the content and context domain. The teaching and cognitive learning strategies most often applied by teachers and students in the classroom were rehearsal and discussions. More teachers reported that the rehearsal strategy was the most effective cognitive learning strategy to improve students' chemical literacy. The teacher also revealed that mastery experience, vicarious experience, and verbal persuasion were the most influential sources of self-efficacy to increase students' self-efficacy in learning chemistry. They revealed that chemical literacy, cognitive learning strategies, and self-efficacy influence each other, where cognitive learning strategies can improve students' self-efficacy and chemical literacy. Considering these results, teachers must improve their understanding of chemical literacy, cognitive learning strategies, and self-efficacy to help students improve their chemical literacy, learning strategies, and self-efficacy. [ABSTRACT FROM AUTHOR]

Emergency learning in the midst of COVID-19 pandemic is a teaching practice that was done by teachers in the world. In Indonesia, some teachers are unprepared by the sudden change of teaching practice in class. This study aims to know the teacher's perception on the impact of emergency online learning in high school biology classes. This study is a survey, focused on 9 teachers as the respondents sampled by convenience sampling. Data collection was done through a closed questionnaire and open questionnaire. The study result showed that biology teachers have a positive perception about the emergency online learning that was done in COVID-19 pandemic. The teachers believe that emergency online learning is effective to reach cognitive objective in learning process, it also can improve teacher's knowledge about technology in education. However, there are difficulties in doing emergency online learning such as the lack of internet services, difficult in managing class, and inequality of school's resources. Online learning can be used as an alternative to teach in emergency time, but it still has problems that need to be anticipated. To solve the problem, there should be support from all education stakeholders, and the teacher also should increase their competences in teaching with technology. [ABSTRACT FROM AUTHOR]

The purpose of this study attempts to: (1) determine the use of Truth or Dare media cards assisted by Physics Spinning Wheel on physics learning outcomes (2) determine the use of Truth or Dare cards assisted by Physics Spinning Wheel cards towards learning interest. This research is a quasi experiment with a nonequivalent control group design. The research data was collected at islamic senior high schools in Sleman with a total of 25 subjects in experimental class and 25 students in control class. The research instrument has been through the validation stage by expert judgment namely the lecturer and the practitioner. Physics learning outcomes are measured by pretest and posttest in the form of multiple-choice questions analyzed using AnBuso. Improved physics learning outcomes and students' learning interest are analyzed using standard gain. The effectiveness between physics learning outcomes and learning interests was analyzed using the Manova Test with 0.016 effect size. The results of this study are: (1) Truth or Dare card media assisted by Physics Spinning Wheel can improve learning outcomes in physics with an increase score of 0.580 in the medium category and (2) Truth or Dare card media assisted by Physics Spinning Wheel can increase participants' learning interest students with an increase score of 0.150 with the low category. [ABSTRACT FROM AUTHOR]

This study aims to analyze the effect of students' cognitive style and learning motivation on the mathematical reasoning abilities of junior high school students. This research is a quantitative research with cause and effect research. This study involved 30 students who were randomly selected from Muhammadiyah 1 Kartasura Junior High School. The research instrument used PISA-oriented essay questions, questionnaires related to students' learning motivation and the GEFT Test (Group Embedded Figure Test) to measure students' cognitive style. Based on the results and discussions that have been described, in the research that has been carried out it can be concluded that (1) learning motivation does not have a significant impact on students' mathematical reasoning abilities in solving PISA questions on space and shape, (2) students' cognitive style, namely Field Dependent and Field Independent have a significant effect on students' systematic reasoning ability in solving PISA problems. By giving students lots of PISA-oriented practice questions, it can improve students' mathematical reasoning abilities. [ABSTRACT FROM AUTHOR]

Despite the importance of cognitive learning, the theoretical and practical aspects of using this educational technology are underdeveloped. The research problem of the paper is devoted to the need to describe a portal containing digital content for cognitive learning and accompanying the student's independent work, adapted to his needs and preferences. The aim of the work is to substantiate and design a software and instrumental environment for creating transformational and inverted learning resources that take into account the cognitive needs of today's youth in home schooling and increase their satisfaction with independent cognitive learning. The main basis for research is the mental approach, which uses mental schemes that define reality and a person from the standpoint of his individual and collective life experience. It seems that the most appropriate for cognitive learning are educational digital resources of an inverted and transformational form. In their format, they are close to the structure of mental schemes and can become the main teaching aids for cognitive learning. The main idea of the work is to create a special software and instrumental environment that allows presenting educational content in a clip format, to carry out cognitive training of students during their independent work at home. As a result of the research and practical implementation of the project, a portal was designed and created for creating inverted and transformational digital resources. [ABSTRACT FROM AUTHOR]

The main topics of this research are the low problem-solving skills of students and the models used by teachers in the classroom do not train learners' problem-solving skills. The aims of this research are to find out the influence, improvement, and responses of cognitive apprenticeship learning models on students' problem-solving skills on optical instruments. The research was conducted at MA Al-Amiriyyah for three weeks in June 2021 with a sample of 48 students. Samples were taken by purposive sampling consisting of 23 students of class XI MIA 2 (control class) and 25 students of XI MIA 3 (experimental class). The research method used was a quasi-experimental research design with a nonequivalent control group design. The hypothesis testing results on the results of posttest data using the Mann Whitney U test at a significance level of 5% with the conclusion H0 is rejected that shows cognitive apprenticeship learning models is effect on students' problem-solving skills. Students' problem-solving skill in the experimental class increased (N-gain 0,56 moderate category) than the control class students (N-gain 0,09 low category). Using cognitive apprenticeship learning models make students enthusiastic to study by 85%. [ABSTRACT FROM AUTHOR]

The low learning outcomes of SMAN 1 Gabus students are caused by the lack of variety in using the learning model during the teaching and learning process. As a result, students become following boring lessons in class. The aims of this research are to prove whether the think, talk, write learning model may repair students' cognitive biology learning outcomes. This research is inclusive in the quasi-experimental. The population in this research was all students of class XI MIPA 139 students using a simple random sampling technique to obtain one control class and one experimental class. Validation of the instrument with content validation is the opinion of education experts and teaching material experts about the human excretory system. Data analysis using quantitative descriptive statistical analysis and non-parametric inferential test, that is the Mann-Whitney test. The conclusion from the results of this study is that there is an effect of the think, talk, write learning model on students' cognitive biology learning outcomes, proven by the results of the study, namely the value of Asymp. (2-tailed) of 0,000 less than 0,05, which means a difference in students' cognitive biology learning outcomes in the experimental and control classes. So that they think talk writes learning model is very appropriate to use in learning, especially biology. [ABSTRACT FROM AUTHOR]

Study results cognitive be one of the indicators you want to be achieved in learning math. reality based on results data 2018 PISA study, 2019 National Examination results in Indonesia, and results from observation at SMP Negeri 2 Curug, it is known that achievements results study cognitive students still are in category low. Because of that, the goal of the study is for knowing the description of learning GASING Mathematics online on the material Build Flat Side Spaces (Cube and Blocks) and to know the description enhancement results study cognitive students through learning GASING Mathematics online. Method research used is descriptive quantitative. Subjects used in the study this is 4 students of SMPN 2 Pagedangan who received learning GASING Mathematics online. Instruments used in the study this, that is question test results study given cognitive _ during pretest and posttest. The result of the study is 1) Learning GASING Mathematics online on material Build Flat Side Spaces (Cubes and Blocks) is no different from learning GASING Mathematics _ straight away. Different things are the delivery process and the material conducted using video calls. Learning GASING Math online permanent use stages learning GASING Mathematics, namely Step concrete, stage abstract, and stage look up. 2) There are enhancement results study cognitive students on the material Build Flat Side Spaces (Cubes and Blocks) via learning GASING Mathematics online. In other words, learning GASING Mathematics online for 4 students of SMPN 2 Pagedangan class VIII can increase results study cognitive students. This thing could be seen from the fourth post-test score student the experience enhancement after get learning GASING Mathematics. [ABSTRACT FROM AUTHOR]

This research states that STEM is learning in science, technology, engineering, and mathematics that can affect students' interest in mastering and having a career in STEM itself. Considering the high need for human resources who master the STEM field, changes in Education are necessary. This STEM education emphasizes problem-solving design as is done by experts in solving problems in everyday life that are not yet familiar to be applied in the learning process at school. This theoretical study obtained a learning model that can interpret the principles in STEM, namely Project Based Learning (PjBL), one of the recommended learning models in 21st-century Education. In simple terms, PjBL includes learning as a constructive, independent, collaborative process and contextual. In PjBL, there are at least three essential characteristics: the problem as a learning stimulus, the teacher as a facilitator, and the group as a stimulus for interaction between students. Project-Based Learning develops cognitive abilities in the STEM field. However, there are other indirectly trained skills, namely students' critical thinking skills, which are also included in the primary skills that must be possessed to improve the quality of Education. [ABSTRACT FROM AUTHOR]

Limited laboratory and not all the concepts of physics can be done in the laboratory make researchers use video as an experiment. This research was an quasi-experimental study with practical application of video-based laboratory in vibration and waves learning. This video-based laboratory consists of self-recorded videos and an application to investigate motion in videos, namely Tracker, which aims to increase learning achievement and students' ICT skills. The data were collected through learning achievement cognitive test and ICT skills test. The research samples are one of the VIII classes of Junior High School in Bandung Regency academic year 2020/2021. The results of this study showed that there was an increase in cognitive learning achievement of the students based on the average normalized gain, derived normalized gain is 0.44 with the medium criteria. In addition, there is also increasing ICT skills of the students based on the average normalized gain, derived normalized gain is 0.89. This shows that the implementation of Video-Based Laboratory can increase students' learning achievement and ICT skills. [ABSTRACT FROM AUTHOR]

The study objectives are to determine (1) the effect of virtual experiment-based physics learning using PhET on students' cognitive learning outcomes, (2) critical thinking skills, (3) creative thinking skills, and (4) knowing the differences in students' cognitive learning outcomes using the PhET simulation learning method with conventional learning. This study uses qualitative and quantitative methods. The qualitative research by interviewing 10 MGMP Physics Teachers in Surakarta, consists of 125 students from SMA N 1 Surakarta, SMA Al-Islam 1 Surakarta, and SMA IT Nur Hidayah as an initial needs analysis. Then experimental research at SMA Negeri 1 Surakarta. The population is class XI MIPA SMAN 1 Surakarta for the 2021/2022 academic year. The sampling technique is cluster random sampling. The samples were 25 students of class XI MIPA 7 as the control class and 25 students of class XI MIPA as experimental class. The average pretest of experimental group was 67.75, and control group was 38.25, which showed that the student's initial understanding of the dynamic fluid concept between the two classes was relatively low. Then the result obtained that experimental class students' critical and creative thinking power is higher than control class. The average posttest of experimental class was 82.75, and control class was 58.25. The N-Gain result for experimental class is 0.52 in the medium, while the control class is 0.34 in low category. Then the implementation of virtual experimental method with PhET Colorado can improve students' cognitive learning outcomes in Dynamic Fluid Materials are quite well applied compared to conventional methods. [ABSTRACT FROM AUTHOR]

This study aims to test the effectiveness of Task Action Learning (TAL) for developing the competence of pre- service physics teachers, the STEM approach is applied to facilitate the development of 21st century skills. The research used a quasi-experimental One Group Design and the subjects were physics education students in semester 5, totalling 106 people divided into 3 groups. The research instrument consisted of tests to measure cognitive learning outcomes, product assessment sheets, and observation sheets to measure learning outcomes. The results concluded that task action learning is effective to improve the pedagogical competence of pre-service physics teachers in designing STEM approach physics learning that facilitates the development of 21st century learning skills. [ABSTRACT FROM AUTHOR]

Metacognition skills are important things that need to be developed for the future of students. Metacognition has an important role in regulating and controlling one's cognitive processes in learning and thinking so that learning and thinking done by someone becomes more effective and efficient. Metacognitive skills are very important to determine the effectiveness of learning because students can plan strategies, monitor and control, and evaluate their own learning. However, this has not been facilitated properly in the learning process in the classroom. The goal of this study is to develop valid, practical, and effective project-based chemistry learning tools to help vocational school students to improve their metacognition skills. This study was carried out with a research and development approach using a 4-D model (Four D Model), which includes defining, designing, developing, and disseminating information. The test subjects in this study were 50 students of class X and 5 teachers from vocational schools located in West Lombok. Product feasibility testing uses a validation test by three expert validators. Data analysis shows that the learning tools have a very high level of validity. The average percentage of the syllabus is 84% with very high validity criteria, a lesson plan is 75% with high validity criteria, students worksheet is 80% with high validity criteria, and metacognition skills instrument is 77% with high validity criteria. The data analysis reveals that the learning tools fall under the category of practicality. The N-gain test was utilized in data analysis to determine the difference between the pretest and posttest scores. The average N-gain of the experimental class is 80% high criteria, and the control class is 68% moderate criteria. According to the findings of the data analysis, the learning process using the designed learning tools was effective in developing the metacognitive skills of vocational school students. The study's findings show that the project-based chemistry learning tools developed were extremely valid, practical, and useful in developing vocational school students' metacognitive skills. [ABSTRACT FROM AUTHOR]

This research aimed to produce the valid and feasible product of android multiple representative media to be used as independent learning media for improving student's cognitive learning outcomes and motivation. Research and Development (R&D) with the ADDIE's (Analysis, Design, Development, Implementation, Evaluation) model was applied in this research. The implementation was carried out on 114 eleven-grade students of the two senior high schools in West Kalimantan, Indonesia using a simple random sampling technique. The implementation was conducted with Pre-Experiment Method One Group Pretest-Posttest Design. The data collection was conducted by using instrument test questions of cognitive learning, students' learning motivation questionnaire, and questionnaire of media quality assessment which had been validated theoretically and empirically which was developed with learning aspects, concept aspects, component aspect of multiple representatives, visual and audio aspects, and software engineering aspects. Test of Hotelling's T2 was used in this research. The results showed that android multiple representative media has valid and feasible to use in chemistry learning. The research also showed that there were significant differences in cognitive learning outcomes and student's learning motivation before and after using android multiple representative media with an increase of 19.74 and 18.39, with the percentage of effective media contribution in the amount of 46.8%. This research suggests that the use of android multiple representative media is recommended in chemistry learning at senior high school. [ABSTRACT FROM AUTHOR]

This research aims to find out the effectiveness of the VAK (Visualization, Auditory, and Kinesthetic) learning model on: (1) student's learning motivation, and (2) student's cognitive learning outcomes. This research is a quantitative research using a quasi-experimental design. Data analysis, both motivational data and learning outcomes data, uses statistical test of the Mann-Whitney U Test. The results show that: (1) The VAK (Visualization, Auditory, and Kinesthetic) learning model influences student's learning motivation. It is indicated by the results of the Mann-Whitney U Test with a significance of 0,00; (2) The VAK (Visualization, Auditory, and Kinesthetic) learning model influences student's cognitive learning outcomes. It is indicated by the results of the Mann-Whitney U Test with a significance of 0,00. [ABSTRACT FROM AUTHOR]

The objectives of this study were to 1) improve critical thinking skills and cognitive learning outcomes in the application of guided inquiry models, 2) determine the relationship between critical thinking skills and cognitive learning outcomes in guided inquiry models. This type of research is Classroom Action Research based on Lesson Study, this research was conducted in two cycles. Basic competition 3.7 about the digestive system for the first cycle and Basic competition 3.8 about the respiratory system for the second cycle. The subjects in this study were 32 11th grade students from the natural science department of Senior High School 2 Malang even semester 2019/2020 academic year consisting of 14 male students and 18 female students. Research data collection techniques using essay tests (pretest and posttest) for critical thinking skills and cognitive learning outcomes. Based on the results of data analysis, it shows that there has been an increase in the n-gain value of students' critical thinking skills by 29.9% and student cognitive learning outcomes by 22.9%. After the correlation analysis was carried out, there was a relationship between critical thinking skills and cognitive learning outcomes with a correlation coefficient (r) of 0.721. The relationship between critical thinking skills and cognitive learning outcomes is strong. This study concludes that there is an increase in critical thinking skills and cognitive learning outcomes of students who are taught using guided inquiry learning models, and there is a strong correlation between critical thinking skills and cognitive learning outcomes. [ABSTRACT FROM AUTHOR]

This study aims to determine the effect of the LC 5E-TPS learning model on students' high-order thinking skills (HOTS) on the reaction rate subject. The research design used was quasi-experimental with a one-group pretest-posttest design. The subject of this research is class XI Senior High School in Malang, Indonesia. Subjects consisted of three classes taught with different learning models, namely the LC 5E-TPS learning model, LC 5E learning model, and conventional methods. The instrument used is a cognitive learning outcome test based on high-order thinking skills (HOTS) which consists of 15 questions (reliability 0.805). The research data were analyzed using statistical analysis including the One Way ANOVA test, Paired Sample T-Test, N-Gain Score, and d-effect size Cohen's test. The results showed that: (1) the LC 5E-TPS learning model affected students' high-order thinking skills. The average HOTS test score for the LC 5E-TPS class (75.90) is higher than the LC 5E class (57.76) and the conventional class (47.63); (2) the LC 5E-TPS model is more effective in increasing students' HOTS compared to the LC 5E model and conventional methods with d-effect size Cohen results in LC 5E-TPS (3.83), LC 5E (2.53), and conventional (1,70). [ABSTRACT FROM AUTHOR]

This study aims to determine the effect of POGIL-based learning on cognitive achievement, learning motivation and correlation of cognitive achievement and learning motivation of 11th-grade students on acid-base topics. Implementation of POGIL model based on the results of the previous study that showed the lack of students' motivation resulted in low students' achievement. The use of the POGIL learning model has succeeded in increasing students' learning motivation and achievement. The research involved two class of 11th grade students at MA Darut Taqwa Sengonagung Pasuruan. Pretest and posttest instruments are of 24 items of acid base multiple-choice test questions of students' cognitive achievement and 34 items of learning motivation questionnaires. The significant value of ANCOVA test of students' cognitive achievement and learning motivation are 0.002 and 0.008. The significant value of correlation test is 0.001. There is an effect of POGIL-based learning on the students' cognitive achievement and learning motivation. There is a positive and low correlation between students' cognitive achievement and students' learning motivation of 11th-grade students on acid-base topics. [ABSTRACT FROM AUTHOR]

This study aims to determine the effect of the ecosystem and environment module based on the potential of the coastal mangroves at Duta Paiton Probolinggo-East Java Indonesia on improving students' cognitive learning outcomes. This study is a quasi-experimental study with a nonrandomized control-group pretest-posttest design involving 27 students of 10th grade students of natural department from class U2 as an experimental class with learning activities using the ecosystem and environment module based on the coastal mangroves of Duta Paiton and 27 students of 10th grade students of natural department from class T2 as a control class with learning activities without using modules and using problem-based learning (PBL) learning models. The technique of collecting data on students' cognitive learning outcomes is essay questions obtained based on the results of the pretest and posttest. Data were analyzed using ANCOVA. The results of this study indicate that the ecosystem and environmental module based on the mangrove potential of the Duta Paiton beach proved to affect increasing students' cognitive learning outcomes p (0.001) < α (0.05) with the average value of cognitive learning outcomes of experimental class students being higher than the control class 12.77 > 8.85. [ABSTRACT FROM AUTHOR]

The aim of this research is: (1) to improve metacognitive skills and student's cognitive learning outcomes through an inquiry learning model; and (2) to find out the relationship between metacognitive skills and cognitive learning outcomes. The type of research is Classroom Action Research (CAR) based on lesson study. This research was conducted in two cycles. Basic competition 3.7 about human digestive system for the first cycle and 3.8 about human respiratory system for the second cycle. The subject of this study are 33 students of grade 11th in science major 1 Senior High School 2 Malang at 2nd academic year 2019/2020. Data collection techniques using essay test (pretest and posttest) for been increase the N-gain value study metacognitive skills (18,58%) and students' cognitive learning outcomes (34,49%). After the correlation analysis was carried out, there was a relationship between metacognitive skills and cognitive learning outcomes with a regression coefficient (r) of 0.668. The degree of relationship between metacognitive skills and cognitive learning outcomes is strong. This study concludes that there is an increase in both metacognitive skills and cognitive learning outcomes of students who were taught using guided inquiry learning models and there is a strong positive relationship between metacognitive skills and cognitive learning outcomes. [ABSTRACT FROM AUTHOR]

The aim of this research is: (1) to improve science literacy and cognitive learning outcomes in the application of guided inquiry learning models; (2) to know the correlations between these variables in SMA Laboratorium UM. This type of research is Class Action Research based on Lesson Study. The subjects of this study are 34 students of class 11th MIPA 3 SMA Laboratorium UM. The analysis method using descriptive and continued with multiple correlations. Data science literacy and cognitive learning outcomes were obtained through essay tests which were analyzed using a scoring rubric that contains indicators of each skill. The results showed that there was an increase in scientific literacy from 0.57 in.the first cycle to 0.71 in.the second cycle and cognitive learning outcomes from 0.54 in.the first cycle to 0.72 in.the second cycle. There was a relationship between scientific literacy and cognitive learning outcomes in the guided inquiry learning model. Science literacy contributes to cognitive learning outcomes by 42.9%. Concerning these results, it can be concluded that the application of inquiry learning models can improve students' scientific literacy and cognitive learning outcomes and there is a correlation between scientific literacy and cognitive learning outcomes. [ABSTRACT FROM AUTHOR]

Science learning is closely related to the natural sciences, emphasizing students' cognitive mastery, which includes facts, concepts, and principles. Based on the 2013 Curriculum, the recommended method to be applied is a scientific approach enriched with problem-based learning and project-based learning. One model that can improve these competencies is the Project Based Learning (PjBL) model. PjBL prepares students to be able to think analytically in solving problems. This study aims to develop learning tools consisting of the syllabus, lesson plans, and student worksheets based on STEM-PjBL that are valid, practical, and effective on virus material. This study uses the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). The research involved 36 10th grade students from the natural science department, Senior High School 9 Malang, in 2020/2021. The data obtained in the form of qualitative and quantitative data. Qualitative data were obtained based on suggestions from learning expert validators, material experts, and field practitioners. Quantitative data is numerical data obtained from descriptive statistics seen from the pretest-posttest scores, then analyzed using paired sample t-tests to determine the significance value of differences. After that, the average value of the normalized value (n-gain) was calculated to determine the increase in students' cognitive learning outcomes. The validity test results of learning tools in the form of syllabus, lesson plans, and student worksheets showed an average score of 96.95%, 94.81%, and 94.72% with very valid criteria. The practicality test results showed an average score of 82.08% with practical criteria. The effectiveness test results showed that the average cognitive learning outcomes of students increased from 38.33 at the pretest to 76.67 at the posttest. The difference in cognitive learning outcomes was significantly different based on the results of the pair sample t-test with n-gain=0.63. These results indicate that the learning tools of STEM-PjBL are very valid, practical, and effective to use and can increase cognitive learning outcomes for 10th grade students. [ABSTRACT FROM AUTHOR]

This study aims to analyze the application of the PBL model that can improve interdisciplinary thinking skills and biology learning outcomes for students of class XI MIPA 7 SMA Negeri 1 Malang. The research method used is classroom action research, using mixed-method concurrent nested (embedded) research. This study involved 31 students of class XI MIPA 7 at SMA Negeri 1 Malang. The pretest and posttest instruments are in the form of multiple-choice questions for interdisciplinary thinking skills with an N-Gain score of 0.7121 with high criteria. Affective learning outcomes show an average of 97.4% classical completeness. Cognitive learning results show that the average classical completeness is 86.6%. The results of psychomotor learning showed average classical completeness of 96.8%. Based on the study results, it can be concluded that the application of the PBL model can improve interdisciplinary thinking skills and student biology learning outcomes in the affective, cognitive, and psychomotor domains. [ABSTRACT FROM AUTHOR]

Students must prepare themselves to be successful individuals in the twenty-first century by learning various skills and knowledge. Scientific reasoning is one of the required skills and must be acquired in the twenty-first century. Scientific reasoning skills can be enhanced by the use of a problem-based learning model, specifically RICOSRE. The purpose of this study was to investigate the impact of the online platform-based RICOSRE learning model on eleventh-grade students' scientific reasoning skills in the human movement and circulatory systems at SMAN 1 Singosari. A quasi-experimental design was used in this investigation. The research sample comprised of two classes randomly drawn from class XI students at SMAN 1 Singosari during the odd semester of the 2019/2020 academic year. The syllabus, the lesson plan (RPP), the Learning Implementation Sheet, and the Learning Activity Unit all served as instruments for analyzing the independent variable. Meanwhile, the dependent variables were examined using the instrument used to assess scientific reasoning skills. Data collection was conducted using a pre-test and a post-test. The participants' scientific reasoning skills were measured using a test developed based on the scientific reasoning rubric suggested by the Association of American Colleges and Universities. Similarly, the participants' cognitive learning outcomes were also examined using a constructed test as needed. The participants' test answers were analyzed using ANACOVA at a significance level of 0.05 to test the research hypotheses, followed by the LSD test. The findings indicated that there was a significant difference in scientific reasoning skills between students in the RICOSRE class and conventional class, with p (0.000) < (0.05). This result implies that the online platform-based RICOSRE learning model is one of the problem-based learning models capable of improving students' scientific reasoning skills. [ABSTRACT FROM AUTHOR]

The characteristics of each student's cognitive abilities are different in learning, and some can quickly understand the material, some are not fast enough. This article discusses the characteristics of the slow learner students seen from their cognitive abilities and learning motivation in solving mathematical problems. As well, providing recommendations on the management of mathematics learning to teachers in dealing with slow learners in the regular classroom. This research uses qualitative research. The research approach was carried out using observation and informal interviews with two slow learner students in grade 8. To find out how far cognitive abilities are measured based on indicators of bloom taxonomy. The results show that: regarding cognitive abilities, the two research subjects have the same level, namely at the C-2 level (understanding) and tend to have the C-3 level (applying), however, only at the step of executing familiar tasks (routine questions) and not yet at the implementing step (implementing), namely unfamiliar assignments (non-routine questions). In terms of motivation, both have different motivations (high and low) in learning mathematics based on the most factor influencing student's motivation are psychological (e.g., learning disabilities), physiology (e.g., sensory disturbances), even sociology (e.g., feeling embarrassed in the communication) where these obstacles can be a cause for students. In addition, teachers must manage learning so that these two students slow learner who have characteristics cognitive ability and different motivation to achieve the expected purpose of learning mathematics, namely by knowing what prior knowledge of students already have. [ABSTRACT FROM AUTHOR]

This study aims to describe the impact of each type of multiple intelligence on student success in learning mathematics. We synthesized twenty articles based on the following criteria: (1) research articles contain empirical evidence of the impact of multiple intelligences on students' mathematics learning outcomes, (2) articles from journals published in the 2011-2020 period. The results of the review show that each type of multiple intelligence has a positive impact on students' mathematics learning outcomes in cognitive, affective, and psychomotor aspects. However, we found no empirical evidence of any impact of existentialist intelligence on student success in mathematics. Therefore, teachers need to empower each type of intelligence that students have so that student's mathematics learning outcomes can be optimal. [ABSTRACT FROM AUTHOR]

Nowadays, there is a technologically advanced and fast-paced world around us, and it makes high demands on the citizens. One of these requirements is mastering algorithmic culture and algorithmic thinking. The research is focused on developing a course of extracurricular activities for primary school students targeted at developing programming skills and algorithmic thinking. The special study involved 80 second-fourth grade (primary school) students from Engels, Omsk, Yoshkar-Ola, Yakutsk, and Osh. The thematic course of the research Algorithmic thinking and programming in Scratch was designed with the original proprietary technology of 'easy' creative research mini-projects for creating practically relevant games and cartoons. It should take no longer than 45-60 minutes to accomplish them, representing the 'from Knowledge to Competence' general concept. A set of basic skills of algorithmic literacy that primary school students could develop successfully was identified. They are the following: realizing the nature of the algorithm, its features; the ability to find out algorithms in the processes in the world around; the ability to visualize (depict) an algorithm; the ability to differentiate the type of the algorithm; the ability to follow the algorithm accurately; the ability to modify the algorithm; the ability to choose an advanced algorithm; the ability to compile an algorithm while solving a learning and cognitive problem. The suggested technology has proved the effective mastering the necessary basic set of skills in the field of project performance. After completing the full-year cycle of training, the students were engaged with further literacy improvement. [ABSTRACT FROM AUTHOR]

The article deals with the features of improving the quality of education using innovative technologies of the disciplines of the specialty in the direction of "Technological Education" in higher education institutions, problems related to science, analysis of learning conditions, setting educational goals, the importance of activating educational, cognitive and independent learning activities of students in the learning process, innovative teaching technologies and evaluation system, methods of organizing and implementing the development of independent thinking of students, as well as their creative abilities. In order to conduct theoretical and practical classes based on innovative technologies and active methods in the discipline "Practical training in technology (Technology and Design)" were developed training materials, control questions and assignments for each topic, as well as tests to assess students' knowledge [ABSTRACT FROM AUTHOR]

Mathematics is the backbone of all the calculations and methods used in the pharmaceutical industry. Developing the cognitive learning abilities of under graduates in the field of pharmaceutical sciences is essential for the development of research as well as the development of new innovative techniques. Various aspects of failures in bringing up the academic scores of mathematical concepts were observed over the years. In this paper the researchers have studied the current scenario in the learning process of mathematics among freshman of pharmaceutical sciences. The root cause observed was the lack of interest in problem solving due to poor basic mathematical skills. The researchers have proposed some blended learning methods which will help improving the cognitive level of the learners. [ABSTRACT FROM AUTHOR]

Learning strategies have a significant share in the learning process. Choosing the right learning strategy can foster students' interest in participating in learning activities. The design used in this research is descriptive with a cross sectional approach which was conducted from August to November 2019. The research was conducted at the Nursing Campus of the University of North Sumatra. The population was collected by collecting student data in accordance with the inclusion criteria, namely undergraduate study program students, still active in college, and willing to take part in research. The activeness of a student has a high positive correlation with learning outcomes 15. Based on the inclusion criteria, a population of 429 people was obtained. The determination of the number of samples is calculated using the Slovin formula. The sampling technique used in the study was random sampling, in which 207 people who were the sample were taken randomly by lot. The research was conducted by giving questionnaires, interviews, and observations. The results showed that there were methods used by the Faculty of Nursing, University of North Sumatra, namely Problem Based Learning (PBL) 20%, lectures 40%, Practicum 10%, and Lab Skills 30%. Research shows that the PBL learning method has the highest effectiveness compared to the other three learning methods used. This is because the learning method requires students to be active in learning and can improve learning outcomes in cognitive, affective and psychomotor aspects. where 207 people who became samples were taken randomly by lot. The research was conducted by giving questionnaires, interviews, and observations. The results showed that there were methods used by the Faculty of Nursing, University of North Sumatra, namely Problem Based Learning (PBL) 20%, lectures 40%, Practicum 10%, and Lab Skills 30%. Research shows that the PBL learning method has the highest effectiveness compared to the other three learning methods used. This is because the learning method requires students to be active in learning and can improve learning outcomes in cognitive, affective and psychomotor aspects. where 207 people who became samples were taken randomly by lot. The research was conducted by giving questionnaires, interviews, and observations. The results showed that there were methods used by the Faculty of Nursing, University of North Sumatra, namely Problem Based Learning (PBL) 20%, lectures 40%, Practicum 10%, and Lab Skills 30%. Research shows that the PBL learning method has the highest effectiveness compared to the other three learning methods used. This is because the learning method requires students to be active in learning and can improve learning outcomes in cognitive, affective and psychomotor aspects. namely Problem Based Learning (PBL) 20%, lecture 40%, Practicum 10%, and Lab Skills 30%. Research shows that the PBL learning method has the highest effectiveness compared to the other three learning methods used. This is because the learning method requires students to be active in learning and can improve learning outcomes in cognitive, affective and psychomotor aspects. namely Problem Based Learning (PBL) 20%, lecture 40%, Practicum 10%, and Lab Skills 30%. Research shows that the PBL learning method has the highest effectiveness compared to the other three learning methods used. This is because the learning method requires students to be active in learning and can improve learning outcomes in cognitive, affective and psychomotor aspects. [ABSTRACT FROM AUTHOR]

Various studies over the past decades have been exploring the advantage of technology use in 4.0 era where students engage with their learning material more effectively using their own device. This study developed Android-based mobile media on hormone system and investigated students' self-regulated learning effectivity from a cognitive perspective. Hormone system was chosen since it was the most difficult subject to be learned by students according to the need analysis result. The research methods used were Research and Development followed by one group of pre-test and post-test experimental design. The samples were 62 students of grade XI of science class from one state school in Jakarta, applied with self-study learning method. Data were analyzed for product feasibility and t-test, also normalized gain score for product effectivity. The results showed that the developed media received a score of 83,32% on average. The average pre-test and post-test scores were 63 and 79. The gained score showed 0.4 on average, which placed the media as quite good in enhancing students' comprehension. Statistical analysis of the dependent t-test resulted in sig of 0.000 (sig < α) which means that the media gave an impact on students' comprehension. The conclusion of this study indicated that the developed media was very feasible to be used in learning and scaffolding students' self-regulated learning from the cognitive perspective. The product ought to be applied in learning since it gave benefit for students not only in increasing their comprehension but also fostering independent awareness to learn better in mastering some materials. [ABSTRACT FROM AUTHOR]

The advancement of the educational paradigm in the XXI century requires individuals to become qualified Human Resources (HR). Qualified individuals are individuals who are able to organize, utilize, and be able to develop their skills, one of which is creative thinking skills. How to optimize the application of creative thinking skills, it is necessary to implement learning by integrating creative thinking skills in each course. In accordance with one of the achievements of the profile of the Human Anatomy and Physiology course, which is being able to plan investigations independently, creatively and innovatively by finding, analyzing, and solving problems in the field of Human Anatomy and Physiology. This research is a preliminary study in identifying problems that occur in undergraduate students of Biology Education UM so that solutions can be found in an effort to improve creative thinking skills and student cognitive learning outcomes. This type of research is descriptive research. The data collection instruments consisted of a questionnaire and test questions for creative thinking skills and students' initial cognitive learning outcomes. The research data were analyzed using descriptive statistics. The results of the preliminary study in the form of giving test questions to see the initial ability of creative thinking skills and student cognitive learning outcomes showed that the mean score of creative thinking skills was 4.28 and the mean score of cognitive learning outcomes was 41.42, including in the low category. Low creative thinking skills and student cognitive learning outcomes are related to student difficulties in understanding the concepts contained in the teaching materials used. Teaching materials in the form of e-modules have never been used by students in learning (65%). The learning method that is often applied is the presentation and discussion method (96%). Based on the preliminary study conducted, it can be concluded that guided inquiry-based e-modules can be developed based on the results of research to improve students' creative thinking skills and cognitive learning outcomes. [ABSTRACT FROM AUTHOR]

Students' cognitive engagement plays an essential role in the learning process. In classroom learning, students can engage directly, face to face, with the other students and their teacher; but in the pandemic COVID-19 era, the engagement is not directly, not face to face, because their interactions are online. In this study, we discuss the students' cognitive engagement in their learning that is carried out on the online course using the Whatsapp application and their level of cognitive engagement based on Casimiro's level. There are 36 students involved in the course. The student's cognitive engagement was observed through their conversations in the Whatsapp application that has been recorded. The results show that students can interact with each other and the teacher; some students do communication intensively between students and teachers. It is found that some students are not included in Casimiro's level. [ABSTRACT FROM AUTHOR]

Formative assessment instruments combined with the discovery learning model provided feedback on learning activities and improved student learning outcomes during and after the learning process. This research aimed to develop proven formative assessment instruments seen from its validity, reliability, and practicality based on the discovery learning model. This research used the R & D model developed by Borg & Gall consisting of 1) research and information collection, 2) planning, 3) develop preliminary form of products, 4) preliminary field testing, 5) main product revision, 6) main field testing, and 7) operational product revision. The instruments were developed in the form of multiple-choice question, essays, and laboratory performance observation sheet. The results of the validation indicate that the instruments were valid, the trial results showed that the instruments were already reliable, and the results of the user response questionnaire showed that the instruments were practical to use. These formative assessment instruments can be used to measure student's cognitive and psychomotor learning outcomes. [ABSTRACT FROM AUTHOR]

The research that has been carried out aims to find out the improvement of problem solving skills, with student cognitive learning outcomes and to find out the relationship of problem solving skills with students' cognitive learning outcomes using guided inquiry models. This research was conducted by the Classroom Action Research method which supported the correlation. The research approach used for Classroom Action Research is a qualitative and quantitative approach, in the first cycle basic competension 3.7 digestive system material and second cycle basic competension 3.8 respiratory system material supported by lessen study activities. While the research approach used for correlation research is quantitative by using the value of the second cycle. For quantitative data Classroom Action Research was analyzed using the N-gain formula. Whereas the correlation research approach was tested using SPSS Windows 16 analysis. The technique of collecting data is done by using the results of a written test containing essay questions and learning achievement data obtained from observations. The subject of this research is class students XI MIPA 4 Malang Senior High School, to 34 students. The results of the class action study found that there was an increase in the problem solving skills of the N-gain Cycle I results and the second cycle was 11.76%, the cognitive learning outcomes of the students there was an increase in the N-gain cyclical I and cycle II were 5.40%. While the results of the correlation study there is a relationship between problem solving skills with students' cognitive outcomes with a coefficient value of 0.529 moderate correlation. [ABSTRACT FROM AUTHOR]

The aim of this research is to improve science process skills and students cognitive learning outcomes, also to find out the correlations between these variables. The research method is Classroom Action Research (CAR) based on Lesson Study (LS) in applying guided inquiry learning models. This research uses a correlational descriptive approach—the data of science process skills and students cognitive learning outcomes collected using written test instruments. Learning implementation data is obtained based on observation. CAR-LS is conducted in two cycles. Classroom Action Research consists of four stages are planning, implementing, observing, and reflecting. In one cycle of each meeting is carried out by applying stages of Lesson Study that are plan, do, and see. Cycle I was carried out on Human Digestive Systems in eight meetings. Cycle II was carried out on Human Respiratory Systems in six meetings. The subject of this research are students of Grade 11th in Science Major SMAN 4 Malang at 2nd Academic Year 2019/2020 of about 32 students consist of 20 female students and 14 male students. The results showed that N-gain of science process skills increased from 0.6418 in cycle I to 0.8941 in cycle II. N-gain cognitive learning outcomes increased from 0.6491 in cycle I to 0.8199 in cycle II. The value of correlation coefficient (r) between science process skills and cognitive learning outcomes is 0.529. The conclusion from the results is the implementation of guided inquiry learning models can improve science process skills and students cognitive learning outcomes. In addition, there is a correlation between science process skills and cognitive learning outcomes with a moderate level of correlation. [ABSTRACT FROM AUTHOR]

The main skill that must be possessed by students in the 21st century is critical thinking because it is related to the process of solving problems that occur in everyday life, work, and others. Learning in Human Anatomy and Physiology courses is expected so that students are able to master concepts, be able to solve problems and apply technology through a research-based approach, students have good critical thinking skills, high student cognitive learning outcomes, and students are able to construct concepts based on facts found in daily life. This research is a preliminary study in identifying problems that occur in undergraduate students of UM biology education so that solutions can be found in an effort to improve students' critical thinking skills and cognitive learning outcomes. This type of research is descriptive research. The data collection instruments consisted of questionnaires and test questions for critical thinking skills and students' initial cognitive learning outcomes. The research data were analyzed using descriptive statistics. The results showed that learning was still carried out through presentations, discussions and there was no learning process that trained critical thinking, as well as the unavailability of electronic teaching materials; students' critical thinking skills are still at a low level; student cognitive learning outcomes are still in the poor category with a mean of 51.67, and students have experienced difficulties in taking courses in Human Anatomy and Physiology, with reasons including abstract and complex material (64.5%), difficulty applying concepts to everyday life (22.6%), and lack of availability of teaching materials which are relevant and easy to apply in life (19.4%). Based on the preliminary study conducted, it can be concluded that teaching materials can be developed in the form of PBL-based e-modules based on research results to improve students' critical thinking skills and cognitive learning outcomes. [ABSTRACT FROM AUTHOR]

The rapid development of science and technology is proof of the life of the XXI century, which requires various abilities to face the challenges in life. One of the abilities that is used as an indicator of the quality of education and human resources in a country is the ability of science literacy. The position of science literacy is a challenge faced by universities in increasing the output of human resources for quality. In addition, it is also necessary to understand the concept of students in the form of cognitive learning outcomes. This study aims to describe the preliminary abilities of science literacy and student cognitive learning outcomes. This research is descriptive quantitative research. The assessment instrument based on science literacy questions is used to measure four categories of science literacy, namely nominal, functional, conceptual, and multidimensional. Data from the preliminary ability analysis were collected based on the results of scoring students' answers. The results of the preliminary study show that the students' preliminary science literacy abilities are still in the nominal (70.96%), functional (29.03%), conceptual (0%), multidimensional (0%) category. Meanwhile, the mean of students' preliminary cognitive learning outcomes is still in the low category, namely 49.67. [ABSTRACT FROM AUTHOR]

This research is about the implementation of e-module based on Problem Based Learning (PBL) to knows the creative thinking skills and cognitive learning outcomes. Creative thinking skills are skills in 21st century learning to measure students' learning problem-solving abilities. The research method used was a pre-experimental one-group pretest- posttest design in the Endocrinology class, biology study program, State University of Malang. The results of the study were seen from the acquisition of pretest and posttest scores for the experimental class. The average pretest score for creative thinking skills was 51.7 and the posttest average score was 72.1 with a gain score of 0.39. The mean value of the pretest cognitive learning outcomes 34.4 and the average posttest 63.3 with gain value of 0.4. The results showed that the implementation of PBL-based e-module could improve students' creative thinking skills and cognitive learning outcomes in biology students' endocrinology material. [ABSTRACT FROM AUTHOR]

Scientific literacy is one of the abilities that must be possessed in the XXI century. This ability trains humans to understand the character of science and engage technology for social problems. Scientific literacy must rely on cognitive abilities to understand correct concepts so that they can formulate appropriate solutions. Efforts made to improve scientific literacy and cognitive learning outcomes are by using teaching materials in the form of PBL-based E-modules. This study aims to see the implementation of the PBL-based electronic module. The research method used was the pre-experimental one-group pretest-posttest design in the Endocrinology courseBiology Study Program, Department of Biology, FMIPA UM. The learning outcomes in the form of pretest and posttest values were then analyzed by n-gain. The n-gain result of scientific literacy is 0.32 on the measurement using the Multidimensional Scientific Literacy scale. In contrast, the Test of Scientific Literacy Skills (TOSLS) indicator's measure shows an n-gain value ≥of 0.7 for each indicator except for the indicator about the justify inference indicator. These results indicate that applying the PBL-based electronic module. [ABSTRACT FROM AUTHOR]