Pademi Covid-19 has disturbed the learning process in a face-to-face manner. Therefore online learning solutions need to be sought as an answer to these problems. The aim of the study was to obtain an overview of the implementation of online learning in the Biology Education Study Program of the Teaching and Education Faculty (FKIP) of Jambi University as an effort to suppress the spread of covid-19 in the campus environment. Research subjects were students of Biology Education Study Program. Data collected by telephone interview. Data analysis was performed using the interactive analysis technique of Miles & Huberman. The results showed that: (1) students already have the basic facilities needed to take part in online learning; (2) online learning has flexibility in its implementation and is able to encourage the emergence of learning independence and motivation to be more active in learning; and (3) distance learning encourages the emergence of social distancing behavior and minimizes the emergence of student crowds so that it is deemed able to reduce the potential for the spread of Covid-19 in the campus environment. Abstrak. Pademi covid-19 telah mengganggu proses pembelajaran secara konvensional. Maka diperlukan solusi untuk menjawab permasalahan tersebut. Pembelajaran secara daring adalah salah satu alternatif yang dapat mengatasi masalah tersebut. Tujuan penelitian adalah untuk memperoleh gambaran pelaksanaan pembelajaran daring di Prodi Pendidikan Biologi FKIP Universitas Jambi sebagai upaya menekan penyebaran covid-19 di Perguruan Tinggi. Subjek penelitian adalah mahasiswa Prodi Pendidikan Biologi. Data dikumpulkan dengan wawancara melalui zoom cloud meeting. Analisis data dilakukan menggunakan teknik analisis interaktif Miles & Huberman. Hasil penelitian menunjukkan bahwa: (1) mahasiswa telah memiliki fasilitas-fasilitas dasar yang dibutuhkan untuk mengikuti pembelajaran daring; (2) pembelajaran daring memiliki fleksibilitas dalam pelaksanaannya dan mampu mendorong munculnya kemandirian belajar dan motivasi untuk lebih aktif dalam belajar; dan (3) pembelajaran jarak jauh mendorong munculnya perilaku social distancing dan meminimalisir munculnya keramaian mahasiswa sehingga dianggap dapat mengurangi potensi penyebaran Covid-19 di lingkungan kampus. Lemahnya pengawasan terhadap mahasiswa, kurang kuatnya sinyal di daerah pelosok, dan mahalnya biaya kuota adalah tantangan tersendiri dalam pembelajaran daring.

The goal of education is to foster all students’ intellectual, social, and personal potential to their highest level by providing them with an equitable and equal education irrespective of their characteristics (e.g., ethnicity, social class, language use, religion, and other human differences). Different students and communities should not be excluded in terms of curriculum. At the micro-level classroom, student engagement is central. Teachers should go beyond the prescribed curriculum by working with their students and by including their voices. However, how can students be successful academically and socially if the school curriculum is anchored in the mainstream curriculum, primarily promoting the dominant groups? For example, given that the books, curriculum, and standardised testing are centralised in Indonesia, the content is, of course, generalised for all students. Teachers and schools throughout the country should use the same materials for all students. However, for the disadvantaged children coming from poor, rural, and remote areas, such policies lead them to trouble. They learn the books and materials that are similar to those that the affluent schools and students use in cities, but their values and perspectives are excluded. Also, how can students who are racially, culturally, and linguistically marginalised and low-income families succeed if the curriculum is organised exclusively to maintain the current social structure? The purpose of this paper is to explore the need to move from an exclusive to inclusive curriculum in Indonesia so that all students can succeed academically and socially. The orienting questions for this study are: (1) What do we mean by an exclusive and inclusive curriculum? (2) What are the components of an inclusive curriculum? (3) What should be reformed to create an inclusive curriculum? (4) What kind of leadership is required to guide the reform from an exclusive to an inclusive curriculum?

ABSTRAK Penelitian ini bertujuan untuk mengembangkan produk berupa Majalah Biologi Sebagai Media Pembelajaran. Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan model pengembangan ADDIE. Subjek ujicoba dalam penelitian ini adalah 12 orang siswa untuk ujicoba kelompok kecil. Instrumen pengumpulan data diperoleh dari angket validasi ahli media pembelajaran, validasi materi, dan ujicoba kelompok kecil. Jenis data dalam penellitian ini adalah kualitatif dan kuantitatif. Data kualitatif diperoleh dari angket yang berisi tentang saran untuk perbaikan media sedangkan data kuantitatif diperoleh dari instrument angket tertutup. Hasil pengembangan produk yang sudah dikembangkan divallidasi oleh ahli media dengan persentase 78,75% dengan kategori baik dilakukan 3 kali revisi sedangkan hasil validasi ahli materi diperoleh persentase 82,5% dengan kategori sangat baik dengan 2 kali revisi. Pada ujicoba kelompok kecil dilaksanakan kepada siswa kelas X SMA N 7 Kota Jambi yang memperoleh tanggapan 81,80% yang tergolong kategori sangat baik. Berdasarkan hasil penelitian dapat disimpulkan bahwa majalah biologi sebagai media pembelajaran pada pokok bahasan protista ini layak digunakan pada proses pembelajaran.

One of the teacher's efforts for students to play an active role in learning is to choose media that can practice the skills of conducting experiments, improve critical thinking skills so that students can develop the concept of science. This research is a development research with ADDIE development model. LKPD products are tested before being validated by media experts and material experts. The results of media validation obtained a percentage value of 98.75% with a very good category, and material validation obtained a percentage value of 90.00% with a very good category. The results of small group trials and large group trials were 93.05% and 86.25%, respectively, both included in the excellent category. Furthermore, for the perception of teachers obtained a percentage value of 97.72% with a very good category. Based on the results of the study it was concluded that the inquiry-based LKPD was guided on the subject of the classification of living thing  for Seventh grade of Yunior High School suitable for use in learning. Abstrak  Salah satu upaya guru agar peserta didik berperan aktif dalam pembelajaran adalah dengan memilih media yang dapat melatih keterampilan melakukan eksperimen, meningkatkan keterampilan berpikir kritis sehingga peserta didik dapat mengembangkan konsep IPA.  Salah satunya adalah dengan menggunakan media LKPD berbasis inkuiri terbimbing.  Penelitian ini bertujuan menghasilkan LKPD berbasis inkuiri terbimbing pada pokok bahasan klasifikasi mahluk hidup, juga untuk mengetahui persepsi peserta didik dan guru terhadap LKPD yang dikembangkan.  Penelitian ini merupakan penelitian pengembangan dengan model pengembangan ADDIE.  Produk LKPD sebelum diujicobakan terlebih dahulu divalidasi oleh ahli media dan ahli materi.  Hasil validasi media diperoleh nilai persentase 98,75% dengan katagori sangat baik,dan validasi materi diperoleh nilai persentase 90,00% dengan katagori sangat baik.  Hasil uji coba kelompok kecil dan uji coba kelompok besar secara berurutan adalah 93,05% dan 86,25%, keduanya termasuk dalam katagori sangat baik.  Selanjutnya untuk persepsi guru diperolah nilai persentase 97,72% dengan katagori sangat baik.  Berdasarkan hasil penelitian disimpulkan bahwa LKPD berbasis inkuiri terbimbing pada pokok bahasan klasifikasi mahluk hidup untuk kelas VII SMP layak digunakan dalam pembelajaran.

The aims of study were to evaluate the use of fermented of oil palm fronds (FOPF) on body weight gain and meat quality of goat. This experiment was arranged in Completely Randomized Design with 3 treatments i.e. R1 (grass 0%: FOPF 100%), R2 (grass 50%: FOPF 50%) and R3 (grass 100%: FOPF 0%) and 5 replications. The parameters of the study were feed intake, average daily gain (ADG), weight and percentage of carcass and meat quality. The results indicated that feed intake and meat quality of goat was not affected by treatment, but the average daily gain, carcass weight, and percentage of carcass, was affected by the differences of percentage of FOPF in the pellet complete feed. The best ration was in the R1 ration (grass 0%: FOPF 100%) that significantly different (P<0.05) from the other rations. The feed intake tended to be higher in goat fed R1 (895.87 g/d) compared to those in goat with the R2 (854.38 g/d) and R3 (851.53 g/d). The average daily gain and carcass weight were higher in goat fed R1 ration compared to those in goat fed R2 and R3. Consequently, the carcass percentage in R1 was higher than those in R2 and R3. The carcass percentage was ranged from 38.41-41.38%. The Ribeye area was higher in goat fed R1 (9.73 cm 2 ) than R2 (8.34 cm 2 ) and R3 (7.76 cm 2 ). In this study, the protein content of goat meat was ranged from 19.06 to 20.71%, lipid content was ranged from 0.703 to 1.106% and water content was range from 72.45% to 74.12%, in which were not different among the treatments. It can be concluded that the use of FOPF in a complete feed could improve performance and meat quality of goat.