Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.

Environmental learning in the 21st-century must be contextual and require the ability of Higher-Order Thinking Skills (HOTS) to solve environmental problems such as green consumerism. The purpose of this study was to implement an Android-based Supplementary Book of Green Consumerism (SBGC) to improve 8th-grade students' HOTS in environmental learning. The method used experiment with a sample of 144 students in 8th grade. This research design was a pre-post test with the control group. The treatment given was in the form of using SBGC in the experimental classes. The instrument used 12 items with HOTS questions (analyzing, evaluating, and creating) that contain a green consumerism problem. Analysis of the data used the normality test, homogeneity and continued with the t-test. The results showed that the students HOTS score increased significantly in the pre-test and post-test in the experimental class or compared to the control class. Increased in the experimental classes from a score 15.7 (very low) to 32.73 (low). Meanwhile, comparison between the experimental classes with a score 32.73 (low) and control classes with a score 25.25 (very low). This showed that SBGC is easy to understand and have instruction to solve environmental learning in SBGC menu. SBGC is also interesting so that makes students become active in learning. The conclusion of this study was that SBGC can increased students' HOTS in environmental learning.

Biology learning needs to support sustainable development. This research was a quantitative-qualitative sequential explanatory mixed research. This research aimed to obtain information about the relationship between naturalist intelligence and environmental responsibility behavior. This research was conducted in February-August 2019. Quantitative research data were obtained by using a questionnaire with a Likert scale for the variables. Qualitative research data were obtained by doing interviews and observations. Quantitative data were analyzed using descriptive statistic calculation. The data hypothesis was tested by using a correlation test with the Product Moment Pearson formula. The result of this research showed that there was a positive relationship between naturalist intelligence and environmentally responsible behavior with regress equation Ŷ = 20.331 + 0,7524X. Correlation coefficient (r) = 0.66 and determination coefficient (r²) = 43.56% meant that the interpretation value was strong. r² value means that 43.56% environmentally responsible behavior correlates by naturalist intelligence and 56.44% environmentally responsible behavior is influenced by other factors. Biology learning must have a role to be able to provide innovations related to increasing students' knowledge about the environment. This study concludes that there is a correlation between the two variables.

In the 21st century learning the ability of Higher Order Thinking Skills (HOTS) is very necessary especially in Environmental Learning. The problem is the unavailability of students' HOTS profiles. The purpose of this study was to describe the HOTS profile of elementary and junior high school students based on gender using Higher Order Thinking Skills Assessment based on Environmental Problems (HOTS-AEP). The study was conducted in July 2019. The sample used was 130 students, consisting of 14 male students and 18 female students at the elementary level. Then, 29 male students and 69 female students for junior high school. The results showed that the overall HOTS score of students were in very low category with the average score of junior high school for male students (17.70) and female (21.10) while elementary school students for male (20.70) and female (23.60). There were differences in scores between elementary and junior high school based on gender. This showed that the ability of HOTS students in environmental learning still needs to be improved. The conclusion was HOTS of female students still higher than male students at the elementary and junior high school. Besides that overall students HOTS are still very low and need to be improved.

Kegiatan praktikum merupakan kegiatan wajib pada pembelajaran sains khususnya biologi. Praktikum menjadikan pengalaman peserta didik untuk menunjukkan keterampilan proses dalam menemukan teori atau fakta maupun sebatas pembuktian teori yang telah ada. Sayangnya Kegiatan praktikum belum dilaksanakan secara optimal di MAN 2 Barru mengingat keterbatasan alat dan bahan yang ada. Pengabdian ini dilaksanakan di Madrasah Aliyah Negeri 2 Barru dengan subjek pendampingan adalah peserta didik kelas X, XI, XII yang berjumlah 20 orang. Praktikum yang dilaksanakan berjumalah 6 topik dengan menggunakan bahan dan alat sederhana yang dapat dijumpai di sekitar sekolah atau lingkungan sekitar. Praktikum menunjukkan antusias peserta didik dalam mengikuti praktikum. Peserta didik telah mampu menggunakan mikroskop, membuat preparate, dan mengamati di bawah mikroskop, membedah katak dan menunjukkan  bagian morfologi dan anatominya, membuat hipotesis dan menarik kesimpulan pada setiap topik praktikum.