This study aims to develop a feasible Android-based learning media to increase students' scientific literacy. This research uses the Four D model procedure. In addition to developing android-based media, this research also develops syllabus, lesson plans, and scientific literacy instruments. This research was conducted at one of the junior high schools in the city of Mataram. Validation of Android-based learning media was carried out by three validators of media experts and material experts. Expert validation data analysis was performed using the Pearson validation formula. The results of the feasibility study for Android-based learning products showed the validity of 84% with very valid criteria. The results of the media feasibility study obtained an average score of 88%, the syllabus obtained an average score of 83%, lesson plans obtained an average score of 82%, and the scientific literacy instrument obtained an average score of 83%. In conclusion, Android-based media products on natural science material can be implemented in learning, especially during the Covid-19 pandemic.

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar dan kemampuan berpikir kritis peserta didik kelas X pada pokok bahasan keanekaragaman hayati dan klasifikasi makhluk hidup di SMAN 1 Narmada tahun ajaran 2017/2018. Jenis penelitian ini adalah quasi experiment dengan desain nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas X IPA di SMAN 1 Narmada tahun ajaran 2017/2018. Jumlah peserta didik dalam populasi ini adalah 180 yang tersebar dalam 5 kelas. Sampel dipilih dengan menggunakan teknik simple random sampling dan terpilih kelas X MS 2 (kelas eksperimen) dan kelas X MS 1 (kelas kontrol). Instrumen yang digunakan untuk memperoleh data hasil belajar adalah soal pilihan ganda sedangkan soal essay digunakan untuk mengumpulkan data hasil kemampuan berpikir kritis. Analisis statistik data dilakukan dengan menggunakan uji t pada taraf kesalahan 5%. Data yang diperoleh menunjukkan bahwa hasil belajar kelas eksperimen meningkat sebesar 35,16 (32,53 ke 67,69) sedangkan hasil belajar kelas kontrol meningkat sebesar 26,16 (34,67 ke 60,83). Data kemampuan berpikir kritis menunjukkan bahwa kelas eksperimen meningkat sebesar 27,49 (38,14 ke 65,63) sedangkan data kemampuan berpikir kritis kelas kontrol meningkat sebesar 18,56 (36,03 ke 54,59). Analisis statistik hasil belajar peserta didik menunjukkan bahwa thitung > ttabel (2,67 > 1,99) dan kemampuan berpikir kritis menunjukkan bahwa thitung > ttabel (2,88 > 1,99). Hasil analisis statistik tersebut berarti hasil belajar peserta didik dan kemampuan berpikir kritis kelas eksperimen lebih baik secara signifikan daripada kelas kontrol. Disimpulkan bahwa model pembelajaran inkuiri terbimbing berpengaruh positif secara signifikan terhadap hasil belajar dan kemampuan berpikir kritis peserta didik kelas X pada pokok bahasan keanekaragaman hayati dan klasifikasi makhluk hidup di SMAN 1 Narmada tahun ajaran 2017/2018.

Critical thinking is an important thing in building learners' knowledge. Students who have these skills will be able to solve problems effectively. This study examines the effect of science teaching materials based on the 5E learning cycle integrated with local wisdom in terms of gender on students' critical thinking skills. This quasi-experimental research with a pre-test-post-test control group design was carried out at Madrasah Tsanawiyah. Purposive sampling was used to select the research sample, including an experiment and a control group of equal ability between male and female students. The data were analyzed using a t-test and N-gain test to determine the improvement of critical thinking skills in both groups. The results showed that this teaching material affected students' critical thinking skills by the results of the t-test. The difference in the improvement of students' critical thinking skills is significant based on the result of N-gain and categorized as high. Students become more critical in solving problems after study using 5E integrated by local wisdom. The result shows an impact of this teaching material on first to fourth indicators of critical thinking skills. The fifth indicator is not affected by this teaching material because of students' weakness in elaborate the solution. There were also significant differences in the improvement of male and female students' critical thinking skills. One of them is that male students have a quicker response and higher self-confidence than female students in solving the problems. Based on this result, we conclude that applying science teaching material with 5E integrated by local wisdom positively affects students' critical thinking skills.

Students must be able to think at a high level in order to meet the requirements of the 21st century, including the ability to think critically. The mastery of student concepts about a material being studied influences the ability to think critically. The thing to remember is that all forms of critical thinking would not be possible without the main component of mastery of concepts. The purpose of this study is to describe the ability of critical thinking and mastery of the basic concepts of science among SMPN students in Central Lombok Regency. This type of research is a quantitative descriptive research with survey methods. Critical thinking tests and mastery of concepts by students using multiple choice instruments. The results showed that the average results: a) The critical thinking skills of nine high school students in Central Lombok were 71.69% with high criteria. The second critical thinking indicator, which provides further explanation, achieves the highest score in comparison with other indicators. b) Control of the basic concepts of natural sciences students with 76.20% with high criteria. The first indicator for controlling the concept is remembering who scores the highest score compared to other indicators

This study aims to develop learning devices, especially in the evaluation section of science learning in junior high school, which in turn after being implemented in the classroom is expected to develop 21st century skills of students. In particular, this study aims to, 1) identify science learning evaluation tools made by teachers so that they obtain a clear picture of the profile of the evaluation tool, 2) develop a junior high school science learning evaluation tool that supports 21st century skills. This research includes development research in four stages, namely: decide, design, develop, and evaluate. The results of this study indicate that the tools developed by the teacher are in complete category, the learning objectives are clear, although the stages in part still need to be improved. Learning evaluation instruments developed by the teacher have met the principles of assessment, the presentation is in accordance with the curriculum, the sentence in the question is quite communicative, uses good and correct language and does not cause multiple interpretations. However, the majority of questions made by teachers still measure low-level thinking skills. This is because teachers have not been trained in developing questions that measure high-level thinking skills. An evaluation tool that was then developed together with the teacher was intended to perfect the shortcomings of the previous evaluation toolKeywords: 21st Century Skills, Learning Evaluation Tools, Middle School Science