This research aims to determine the effectiveness of project-based learning method using mind maps in science learning for the topic of waste management and its solution to improve students’ environmental attitudes. It adopted a quasi-experimental method with the pretest-posttest control group design. The subjects of the research consisted of the seventh grade students of two classes in one of the private junior high schools in Bandung Regency. The instrument used for data collection was a pretest and posttest on environmental attitudes for students, a questionnaire, and observations of environmental attitudes of the students from peer assessment, teacher’s observations in the school, and parents’ observations at home. The data were analyzed by considering the gain value with its normalization and counting the size effect. The results of the data analysis indicated that gain <g> = 0.61 for the experimental class and <g> = 0.41 for the control class, and effect size d = 0.37. These values mean that there were improvements in the students’ environmental attitudes in the school and at home after the application of project-based learning with mind maps. It is concluded that PjBL (Project-Based Learning) method using mind maps for the theme of waste and its management works effectively since it has a small effect on improving students’ environmental attitudes.

Science education in vocational schools has undergone several changes in subject characteristics. Science teachers need to understand these characteristics to facilitate the delivery and implementation of learning in the classroom.Therefore, the purpose of this article is to describe the requirements profile of needs for STEM teaching materials in science learning at vocational schools.The research methods used are descriptive and qualitative through field observations (field studies) derived from professional research in the form of curriculum documents, lesson plans,learning videos,and analysis of six science textbooks in vocational school. The results of a curriculum analysis from document, videos and textbooks on the availability of project-based STEM components in learning equipment plans and existing materials are still inadequate to support the life skills of 21st century professional students, and the following curriculum requirements are: Not yet supported. So, in future research need integration, project-based, and underlying skills according to competency skills in vocational school.

Anak pada masa usia dini memiliki permasalahan yang beragam dalam mengkonsumsi makanan yang bergizi, selain secara instrinsik timbul dikarenakan kurangnya minat anak juga factor eksternal dari pemahaman orang tua tentang gizi yang masih perlu ditingkatkan. Tujuan penelitian ini adalah mengembangkan media Food Card berbasis Augmented Realaty untuk meningkatkan pemahaman orang tua tentang gizi. Metode penelitian ini adalah Research and Development dengan model pengembangan ADDIE. Subjek penelitian sebanyak 28 orang tua dan 28 siswa TK di TPA Miftahul Jannah Suud Muhammad Kabupaten Bandung. Teknik pengumpulan data yang peneliti lakukan secara kuantitatif dengan menggunakan tes pemahaman orang tua tentang gizi, lembar kuesioner, observasi dan catatan lapangan. Hasil penelitian menunjukkan setelah menggunakan media Food Card berbasis Augmented Reality (FCAR) dapat meningkatkan pemahaman orang tua tentang gizi, selain itu, penggunaan FCAR memberikan dampak yang baik pada proses konsumsi makanan bergizi bagi anak usia dini.

Teaching materials as a support for the implementation of learning are needed so that they can be carried out properly in accordance with the competencies to be achieved from the learning process carried out. STEM is an approach that is suitable to be applied in a physics lesson in high school. Therefore, it is necessary to analyze the needs of STEM teaching materials in high school physics subjects. The research method used is descriptive using three objects studied including high school physics teachers (3 teachers through interviews and 44 teachers through questionnaires), documents including syllabus and teaching materials, and 183 high school students (83 students in class X, 51 students in class XI and 49 students of class XII) by using a questionnaire. The results show that there is a need for STEM-based teaching materials in high school physics learning to support students' skills in problem solving and product design. The recommendation given is the need for the development of STEM teaching materials in high school physics subjects.