Research about scientific literacy and metacognitive in the learning process is one of the main aspects of education with a vision to strengthening 21 st century skills. This study aimed to produce a learning design as a product of a scientific approach-based cooperative integrated reading and composition (CIRSA) media with a vision of empowering science literacy and metacognitive. The research method employed was a 4D research and development model (define, design, develop, disseminate). However, the research was limited up to the develop stage. The research result indicates that the product of CIRSA learning development in form of syllabus, lesson plan, learner worksheet, and evaluation instruments were within the category of very valid and feasible to be used as a learning media for Biology as a subject at the junior high school level. The research result is expected to contribute in the empowerment of scientific literacy and metacognitive.

Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.

The course of science is considered to boring and difficult course to be understood by students of science education program. The aims of this research are examine the effect of RMS learning model in mastering the students concepts; 2) examine the effect of difference academic ability in mastering students concept; 3) examine the effect of interaction between RMS learning model and different academic abilities on mastering students concepts. The method of this research is using quasi experimental design method with pretest and postest of non equivalent group design with factorial 2x2. The instrument of this study was essay test with high level of reliability 0.712. The Essay Test was developed based on Bloom's taxonomy i.e. remember, understand, apply, analyze, evaluate, and create. The data analysis used ANCOVA. The result showed that the average score for posttest in RMS learning model with high and low academic level are higher than posttest in conventional class with high and low academic level. The result of mastery of students concepts are higher, 16.233 compared to conventional learning models.

Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.

The environmental education course currently does not integrate problem-solving problem skills. The purpose of this study was analyzing the results of applying integration on problem-based learning with the RMS (reading, mind mapping, and sharing) learning model. The research method was a quasi-experimental with pre-test-post-test control group design. The study was conducted on 56 students who took an environmental education course in Natural Science Education Universitas Tidar. Data analysis used an Anacova test with a pretest as its covariate. The study results stated that 1) developed learning model integrates PBL with RMS learning model consisting of identifying problems, finding relevant information about problems through reading activities, analyzing problem: group discussion through mind mapping, providing solutions, and sharing results of mind mapping. 2) The integration of PBL with the RMS learning model indicated by an average score of post-test in the integration of PBL with the RMS learning model class of 68.46, and the traditional class of 48.92. 3) the learning process that occurs in the integration of PBL with the RMS learning model class shows that learning is run well, which is indicated by students' average evaluation score of the lecturer learning process. The integration of PBL and RMS model can be utilized by teachers and lecturers in Biology learning to have thinking skills and solve daily problems.