ABSTRAKPenelitian ini bertujuan untuk mengetahui hubungan antara kemampuan membaca pemahaman, kemampuan berpikir tingkat tinggi, dan usaha adaptasi pada kemajuan teknologi dengan kemampuan literasi sains guru biologi SMA. Subjek penelitian adalah guru biologi SMA di Kabupaten Bekasi, berjumlah 64 orang. Sampel diambil secara simple random sampling. Penelitian ini menggunakan metode deskriptif kuantitatif, dan uji hipotesisnya korelasi berganda dengan rumus Pearson Product Moment pada α=0,05. Hasil penelitian diperoleh nilai koefisien korelasi antara: membaca pemahaman dengan literasi sains sebesar 0,280; berpikir tingkat tinggi dengan literasi sains sebesar 0,252; membaca pemahaman dan berpikir tingkat tinggi secara bersama-sama dengan literasi sains sebesar 0,321. Hasil uji koefisien determinasi diperoleh 7,8% kemampuan membaca pemahaman memberi kontribusi kepada kemampuan literasi sains; 6,4% kemampuan berpikir tingkat tinggi memberi kontribusi kepada kemampuan literasi sains; 10,3% kemampuan membaca pemahaman dan kemampuan berpikir tingkat tinggi secara bersama-sama memberi kontribusi kepada kemampuan literasi sains. Hasil penelitian ini diharapkan dapat dijadikan rujukan bagi penelitian lainnya.Kata kunci: Berpikir tingkat tinggi, membaca pemahaman, literasi sains. ABSTRACTThe aim of this research was to determine the correlation between comprehension reading skill and higher-order thinking skill with scientific literacy skill for senior high school biology teacher. This research was conducted in Kabupaten Bekasi using 64 senior high school biology teachers as samples. Samples were taken by using Simple Random Sampling. The method used in this research was descriptive quantitative and research hypothesis tested by Pearson Product Moment in α=0,05. The results obtained correlation

This study aims to determine efforts to improve learning outcomes of biology students through flipped learning model assisted by Google Classroom on metabolic material at SMA Negeri 1 Cikarang Barat. The research subjects were all students of class XII IPA 4 at this school, total 36 students. Samples were taken by simple random. The average score of students before being treated was 64.86, and then learning outcomes increased to 74.86 in the first cycle, 80 in the second cycle, and 87.50 in the third cycle. The number of students who scored 78 increased in every cycle, namely: 50% in cycle I; 61.11% in cycle II; and 86.11 in cycle III. We conclude that our model can improve learning outcome of our students.