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Mathematics is one of the subjects that must be delivered and studied by students; this subject can also provide a stimulus to improve critical reasoning abilities. This study aims to identify the need to develop innovations and components that must be available in electronic books. The method used is descriptive qualitative, with 31 students and one mathematics teacher as research subjects. Data collection techniques used are observation and questionnaires. The research data will be described narratively and converted into percentages to determine student responses' needs. The study results indicate that electronic books (e-books) are currently not used for the learning process; student responses also indicate that they want the presence of electronic books as a supplement to learning the material (83.9%.). In addition, the materials are also in the form of text and videos (22.6), pictures (12.9%), and can be hyperlinked to websites (35.5%). Through the results of this study, it is hoped that it can be the basis for developing an electronic book product that is suitable for the needs of students and can provide convenience for learning mathematics material. [ABSTRACT FROM AUTHOR]

The development of science and technology requires critical, creative, and problem-solving thinking skills. Problems can be solved one of them by research. New theories derived from the results of the research are urgently needed in the development of science. It becomes a challenge for teachers to develop researching skills. The purpose of this research was to find out the level of research capabilities of prospective teachers. The research method used was quantitative. Two hundred fifty-nine students in the Building Engineering Education, Physical Health and Creative Education and Language and Literature Education Study Program as a research sample. The data was obtained by a questionnaire. The data were analyzed with descriptive statistics and inference statistics (i.e., Mann Whitney tests and Wallis Kruskal tests). The results suggest that the research capabilities of prospective teachers are at a medium level. The research ability of prospective female teachers is the same as male teachers. The research capabilities of prospective teachers of the new generation are different from the old generation. The research capabilities of prospective teachers based on the fields of education are the same. Therefore, teachers should develop research skills to improve the quality of learning. [ABSTRACT FROM AUTHOR]

The competency to think critically is one of the skills that students must possess in the 21st century. This study aims to determine vocational students' critical thinking skills (CTs) in digital simulation and communication subjects using expository based on digital learning repository. This research uses quantitative descriptive. The samples of this study were students of class X SMK N 2 Surakarta. The instrument used is a multiple-choice test that developed based on indicators of CTs, according to Facione, which consist of interpretation, analysis, evaluation, inference, explanation, and self-regulation. The results of this study showed that the average percentage of students' CTs is in the sufficient category. The results of each indicator can be described as follows: (1) The interpretation indicator is 46.8% in the sufficient category, (2) The analysis indicator is 49.5% in the sufficient category, (3) The evaluation indicator is 60.5% in the sufficient category, (4) The inference indicator is 48, 4% in the sufficient category, (5) About 56.5% for the explanation indicator in the sufficient category, and (6) The self-regulation indicator is 64.5% in the high category. The results showed that students' CTs were still quite or moderate. Students' CTs need to be improved with innovative learning models and methods that will affect learning motivation and critical thinking skills towards various student problems in teaching and learning activities. [ABSTRACT FROM AUTHOR]

In the context of science education, the 21st century educational framework, compiled by Partnership of 21st century skills (P21), has signaled the need to integrate interdisciplinary themes to the context of learning in the digital age embodied in the common core science standard (CCSS) and the 21st century skills domain. The interdisciplinary themes that become the focus on CCSS are important to build literacy, thinking skills, and global awareness through teaching that emphasizes aspects of the social environment of society. Environmental science courses (ESC) as one of the basic clumps in the field of science is considered in line with the interdisciplinary themes that are the focus on CCSS. This study aims to bringout a framework of integrating ESC to the 21 century skills standards (21CSS) for prospective science teachers. Using the Delphi study methods, we construct a framework that integrates ESC to the21CSS involving 15 experts and ESC educators from diverse scientific backgrounds. The results of this study show that there are four (4) domains of the 21CSS in accordance with the context of education in Indonesia, including 4Cs, ICTs, character building, and spiritual values. These four domains are then integrated to five (5) ESC themes resulting in 11 learning objectives from each theme. The detailed formulation of the integration of the four domains of the 21CSS and the five basic studies of ESC will be discussed further in this paper. [ABSTRACT FROM AUTHOR]