ABSTRAK Telah dilakukan Penelitian Tindakan Kelas untuk mengimplementasikan modul IPA berbasis etnosains masyarakat Bengkulu melalui Discovery Learning untuk meningkatkan keterampilan berpikir kritis mahasiswa Program Studi Pendidikan IPA FKIP Universitas Bengkulu yang mengambil mata kuliah IPA 1. Kegiatan penelitian ini  dilakukan dua siklus dengan dua kali pertemuan. Setiap siklus terdiri dari empat langkah penelitian yaitu perencanaan, tindakan, observasi, dan refleksi. Perangkat pembelajaran terdiri dari (1) RPP model Discovery Learning; (2) Modul IPA berbasis etnosains Masyarakat Bengkulu materi Pengukuran; (3) LKPD; (4) instrumen penilaian Aktivitas dan Keterampilan Berpikir Kritis. Teknik analisis data menggunakan analisis deskriptif. Hasil penelitian yang diperoleh adalah adanya peningkatan Keterampilan Berpikir Kritis  Mahasiswa melalui pre test dan post test.  Pada siklus I,  rata-rata pretes adalah sebesar 71,92 dengan standar deviasi sebesar 6,01 dan postes sebesar 75,77 dengan standar deviasi sebesar 4,75. Pada siklus II, rata-rata pretes adalah sebesar 80,19 dengan standar deviasi sebesar 4,75 dan rata-rata postes sebesar 83,85 dengan standar deviasi sebesar 4,83. Dari hasil tersebut dapat dibandingkan bahwa peningkatan siklus II  lebih besar dibandingkan dengan siklus I. Peningkatan kemampuan berpikir kritis mahasiswa pada siklus I sebesar 58,69 dan siklus II sebesar 63,45. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa penerapan Modul IPA Berbasis Etnosains Masyarakat Bengkulu melalui Discovery Learning dapat meningkatkan keterampilan berpikir kritis mahasiswa. Kata kunci: Classroom Action Research, Modul, Etnosains, Discovery Learning, Kemampuan Berpikir Kritis. ABSTRACT A Classroom Action Research has been carried out to implement a science module based on the ethnoscience of the Bengkulu people through discovery learning to improve the critical thinking skills of students of the Program Studi Pendidikan IPA FKIP Universitas Bengkulu who take the IPA 1 course. This research activity was carried out in two cycles with two meetings. Each cycle consists of four research steps, namely planning, acting, observing, and reflecting. The learning tools consist of (1) RPP Discovery Learning model; (2) Science module based on Bengkulu Community ethnoscience measurement material; (3) LKPD; (4) assessment instruments for Critical Thinking Skills and Activities. The data analysis technique used descriptive analysis. The results obtained were an increase in students' critical thinking skills through the pretest and posttest. In the first cycle, the average pretest was 71.92 with a standard deviation of 6.01 and post-test was 75.77 with a standard deviation of 4.75. In cycle II, the average pretest was 80.19 with a standard deviation of 4.75 and the average post-test was 83.85 with a standard deviation of 4.83. From these results it can be compared that the increase in cycle II is greater than that of cycle I. The increase in students' critical thinking skills in cycle I is 58.69 and cycle II is 63.45. Based on these results, it can be concluded that the application of the Bengkulu Community Ethnoscience-Based Science Module through discovery learning can improve students' critical thinking skills. Keywords: Classroom Action Research, Module, Ethnoscience, Discovery Learning, Critical Thinking Skills.

AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan pengetahuan konten fisika melalui penerapan metode praktikum virtual berbasis simulasi PhET berbantuan Guided-Inquiry Module. Metode yang digunakan dalam penelitian ini adalah metode penelitian tindakan kelas. Subjek penelitian adalah 1 kelas mahasiswa yang mengambil mata kuliah Fisika Dasar pada semester ganjil tahun ajaran 2019/2020. Hasil penelitian menunjukkan bahwa rata-rata nilai pengetahuan konten mahasiswa adalah sebesar 50.56 pada siklus I, 60.76 pada siklus II, dan 70.08 pada siklus III. Persentase ketuntasan belajar yang diperoleh kelas adalah sebesar 20% pada siklus I, 24% pada siklus II, dan 56% pada siklus III. Berdasarkan hasil penelitian tersebut,dapat disimpulkan bahwa terdapat peningkatan pengetahuan konten mahasiswa setelah mengikuti pembelajaran dengan metode praktikum virtual berbasis simulasi PhET berbantuan guided-inquiry module. Kata kunci: Pengetahuan Konten Fisika,Praktikum Virtual, Simulasi PhET, Guided-Inquiry Module AbstractThis research aimed to determine the increase in student's physics content knowledge through the application of a virtual practicum method based on a PhET simulation assisted by the guided-inquiry module. The method used in this research was a classroom action research method. The research subjects were 1 class of students who took the Basic Physics course in odd semester of the 2019/2020 academic year. The results showed that the average score of student content knowledge was 50.56 in the first cycle, 60.76 in the second cycle, and 70.08 I n the third cycle. The percentage of subject matter mastery obtained by the class was 20% in the first cycle, 24% in the second cycle, and 56% in the third cycle. Based on these results, it can be concluded that there is an increase in student’s physics content knowledge after participating in learning with a virtual practicum method based on a PhET simulation assisted by the guided-inquiry module. Keywords : Physics Content Knowledge, Virtual Practicum, PhET Simulation, Guided-Inquiry Module

The present study was carried out to produce a product in the form of e-module guidelines of basic physics practicum developed using the SIGIL application to practice students' science process skills during the covid-19 pandemic. This research-based paper was conducted through ADDIE model, which consisted of analysis, design, development, implementation, and evaluation stages. In the analysis phase, a needs analysis of questionnaire was conducted to determine the need for e-modules for practitioners and practicum assistants. During the design stage, a preliminary design is made in the form of the structure or content of the e-module, practicum titles, and their layout. Furthermore, in the development stage, the e-module has been developed using the SIGIL application by inserting a practical tutorial video based on a scientific approach and has been assessed with an average score of 3.82 considered Very Good. The implementation was carried out by giving the developed e-module to 20 students who took the basic physics practicum course. After using e-modules for 4 practicum titles, students are given a posttest of science process skills. Based on the posttest results, students received an average score of science process skills of 83.94 considered Skilled category. In addition to data on the score of science process skills, at this stage data on student responses to e-modules were also obtained using responses from questionnaires. The results disclosed that the developed e-module addressed a positive perception with an average response score of 89 considered Very Good. In the last evaluation stage, it was therefore argued that the e-module of basic physics practicum using SIGIL application was concluded appropriate to use on practicing students' science process skills during the Covid-19 pandemic.Keywords: e-module guidelines, basic physics practicum, science process skills.

ABSTRAK Penelitian ini bertujuan untuk (1) menghasilkan perangkat pembelajaran IPA berorientasi STEM berupa lembar kegiatan mahasiswa (LKM) yang dilengkapi instrumen tes literasi sains (2) mendeskripsikan aktivitas belajar mahasiswa dengan penerapan STEM (3) mengetahui kemampuan literasi sains mahasiswa melalui implementasi dalam pembelajaran berbasis STEM pada mata kuliah IPA-1 Materi Suhu dan Kalor  di Program Studi Pendidikan IPA FKIP Universitas Bengkulu Tahun 2021. Penelitian ini merupakan  penelitian tindakan kelas (Classroom Action Research) yang dirancang 2 siklus dan masing-masing siklus dengan 4 langkah yaitu perencanaan (planning), Tindakan (Acting), observasi (observation), dan refleksi (reflection). Pada tahap perencanaan (planning), dilakukan: (1) pengembangan perangkat pembelajaran yaitu (a)  LKM (b) soal tes Literasi Sains. (c) instrumen pengamatan aktivitas pembelajaran dengan pendekatan saintifik; (2) Validasi ahli (content validity) perangkat pembelajaran. Pada tahapan Tindakan (Acting), dilakukan implementasi STEM di kelas pada materi Suhu dan Kalor. Kemudian dilakukan observasi (observation) proses  pembelajaran  dan juga dilakukan tes hasil belajar litarasi sains. Langkah terakhir dilakukan refleksi (reflection) untuk perbaikan perangkat pembelajaran untuk siklus kedua. Hasil penelitian akan diperoleh (1) perangkat pembelajaran yaitu (a) Lembar Kerja Mahasiswa (c) Soal tes hasil belajar Literasi Sains (c) instrumen pengamatan aktivitas pembelajaran dengan pendekatan saintifik yang valid dan praktis, (2) hasil belajar lietrasi sains mahasiswa dan (3) deskripsi aktivitas mahasiswa dalam pembelajaran.. Kata Kunci: STEM, Suhu dan Kalor, Literasi Sains, Classroom Action Research ABSTRACT This study aims to (1) produce STEM-oriented science learning tools in the form of student activity sheets (LKM) equipped with scientific literacy test instruments (2) describe student learning activities with the application of STEM (3) determine students' scientific literacy skills through implementation in STEM-based learning in the IPA-1 subject of Temperature and Heat Material at the Science Education Study Program FKIP Bengkulu University in 2021. This research is a classroom action research (Classroom Action Research) designed in 2 cycles and each cycle with 4 steps, namely planning, Action (Acting), observation (observation), and reflection (reflection). At the planning stage, it carried out: (1) development of learning tools, namely (a) Student Worksheet (b) Science Literacy test questions. (c)  instruments for observing learning activities with a scientific approach; (2) Expert validation (content validity) of learning devices. At the Action (Acting) stage, the implementation of STEM in the classroom is carried out on the material of Temperature and Heat. Then, an observation of the learning process was carried out and a test of science literacy learning outcomes was also carried out. The last step is reflection to improve learning tools for the second cycle. The results of the research will be obtained (1) learning tools, namely (a) Student Worksheets (c) Science Literacy learning outcomes test questions (c) learning activity observation instruments with a valid and practical scientific approach, (2) student science literacy learning outcomes and ( 3) description of student activities in learning.. Keywords: STEM, Temperature and Heat, Science Literacy, Classroom Action Research

ABSTRAK   Penelitian ini bertujuan untuk meningkatkan keterampilan proses siswa dengan menggunakan LKS berbasis inkuiri. Metode penelitian yang digunakan dalam penelitian ini adalah eksperimen semu dengan rancangan nonequivalent control-group pre-test post-test design. Subjek penelitian adalah siswa SMA Negeri 2 Kota Bengkulu. Data yang diperoleh dalam penelitian ini terdiri dari data hasil tes awal, data hasil tes akhir, dan data gain standar. Hasil penelitian menunjukkan: a) berdasarkan rata-rata hasil tes awal diperoleh bahwa tidak ada perbedaan keterampilan proses siswa antara kelompok perlakuan dan kelompok kontrol; b) berdasarkan rata-rata hasil tes akhir diperoleh bahwa keterampilan proses siswa kelompok perlakuan lebih besar dari pada kelompok kontrol; c) berdasarkan rata-rata gain standar diperoleh bahwa peningkatan keterampilan proses siswa kelompok perlakuan lebih besar dari pada kelompok kontrol.   Kata Kunci: Inkuiri, LKS, keterampilan proses   ABSTRACT   This study aims to increase sudents’ process skills after using the worksheets based on inquiry. The method of this study was quasy eksperriment with nonequivalent control-group pre-test post-test design. The subject of this study was students of SMA Negeri 2 Bengkulu. The data were oftained by tes awalt, post test, and gain standard. The results showed: a) based on the average tes awalt results showed that there was no difference between the students' process skills perlakuan group and the control group; b) based on the average post-test results showed that the students' process skills perlakuants groups is greater than in the control group; c) based on the average standard gain is obtained that increase students' process skills perlakuants groups is greater than in the control group.   Keywords: Inquiry, LKS, process skills