The students' thinking ability will develop with age. Educators are expected to know the development of the students' thinking ability, so that the empowerment of their thinking abilities, including metacognitive skills, can be done optimally. Gender is believed to be associated with the development of a person's thinking ability. This quasi experimental research aimed at investigating the effect of level of education and gender on students' metacognitive skills. The population of this research was the students of junior high schools and senior high schools in malang in 2015/2016 academic year. The school samples used in this research were junior high school muhammadiyah 1 and senior high school muhammadiyah 1 malang. The metacognitive skills were measured by essay test, and assessed by using the rubric of metacognitive skills. The results of the data analysis showed that the education level had an effect on students' metacognitive skill, but gender as well as the interaction between education level and gender did not have an effect on students' metacognitive skill. It is recommended to conduct further research related to the effect of education level on metacognitive skill using a bigger number of samples and even involving the samples studying at elementary school level.

Abstrak. Pembelajaran yang bermakna adalah pembelajaran yang dapat dengan mudah dipahami oleh peserta didik dan informasi-informasi yang diperoleh bisa bertahan lama di dalam Long Term Memory (LTM) peserta didik. Pembelajaran di masa pandemic Covid-19 yang dilakukan secara daring tentu tidak berbeda dengan pembelajaran yang dilakukan secara luring. Suatu model/strategi pembelajaran tetap bisa digunakan dalam pembelajaran, termasuk juga model pembelajaran RQAAD (Reading, Questioning, Answering, Analyzing, Discussing). Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran RQAAD terhadap motivasi belajar dan keterampilan metakognisi mahasiswa. Penelitian ini menggunakan penelitian kuasi eksperimen yang membandingkan kelas yang diberi perlakuan menggunakan model pembelajaran RQAAD dan yang tidak menggunakannya. Motivasi belajar mahasiswa diukur dengan skala motivasi sedangkan keterampilan metakognitif diukur dengan rubrik keterampilan metakognitif. Penelitian dilakukan pada mahasiswa semester 3 tahun akademik 2020/2021 yang terdiri dari 62 mahasiswa. Pembelajaran RQAAD terbukti berpengaruh signifikan terhadap motivasi belajar dan keterampilan metakognitif mahasiswa yang menempuh matakuliah Strategi Belajar Mengajar Biologi. Rerata skor terkoreksi motivasi belajar kelas eksperimen 5,61 persen lebih tinggi dari kelas kontrol dan rerata terkoreksi keterampilan metakognitif kelas eksperimen 16,01 persen lebih tinggi dibanding kelas kontrol.Abstract. Learning during the COVID-19 pandemic that is done online is certainly no different from learning that is done offline. A learning model/strategy can still be used in learning, including the RQAAD (Reading, Questioning, Answering, Analyzing, Discussing) learning model. This study aims to determine the effect of the RQAAD learning model on student motivation and metacognitive skills. The research method used is quasi-experimental by comparing classes that are treated using the RQAAD learning model and those who do not. Student learning motivation is measured by the motivation scale while metacognitive skills are measured by the metacognitive skills rubric. The research was conducted on 3rd semester students of the 2020/2021 academic year consisting of 62 students. Learning RQAAD proved to have a significant effect on learning motivation and metacognitive skills of students taking Biology Teaching and Learning Strategies Course. The mean score of corrected learning motivation in the experimental class is 5.61 percent higher than the control class and the average corrected metacognitive skill in the experimental class is 16.01 percent higher than the control class.

This research aimed at describing the feasibility of gamification-based biology learning materials for senior high school students in the industrial agricultural area in Jember, Indonesia. The feasibility was based on the content validity, construct validity, and student responses. The development procedure of the learning materials used Plomp’s development model which consisted of the preliminary investigation - design - realization - test, evaluation, and revision – implementation stages. The learning materials developed in this research were the syllabus and lesson plans, material modules, gamification modules. The research data were collected using interviews, observation, tests, questionnaires and documentation. The feasibility of the developed learning materials obtained very feasible criteria based on the average score by the expert team. Therefore, it can be concluded that the learning materials developed in this research are very feasible to be implemented in schools viewed from the content validity, construct validity, and student responses.

Pembelajaran daring bukan suatu alasan untuk para pendidik tidak menggunakan suatu model pembelajaran. Model pembelajaran diterapkan dengan tujuan untuk melatih kemampuan berpikir salah satunya adalah keterampilan berpikir kritis dan keterampilan metakognitif. Keterampilan abad 21 perlu dibelajarkan kepada peserta didik termasuk juga kepada mahasiswa. Penelitian ini bertujuan untuk melihat adakah hubungan antara keterampilan berpikir kritis dan keterampilan metakognitif terhadap hasil belajar mahasiswa pendidikan biologi. Metode penelitian yang digunakan ialah penelitian korelasional yang melibatkan 64 mahasiswa semester 2. Data penelitian diambil menggunakan instrumen rubrik keterampilan berpikir kritis dan keterampilan metakognitif. Data yang didapatkan dianalisis dengan bantuan software aplikasi SPSS 23. Hasil analisis data menunjukkan ada hubungan positif antara keterampilan berpikir kritis dan keterampilan metakognitif dengan hasil belajar mahasiswa dengan nilai signifikansi 0,001. Besar sumbangan relative keterampilan berpikir kritis dan keterampilan metakognitif dengan hasil belajar sebesar 21,5%. Besar sumbangan efektif keterampilan berpikir kritis 3,5% dan sumbangan efektif keterampilan metakognitif 18% terhadap hasil belajar mahasiswa pendidikan biologi. Adanya hubungan yang signifikan ini maka disarankan untuk para pendidik khususnya dosen mempertimbangan model RWRS agar diterapkan di pembelajaran agar mampu meningkatkan keterampilan berpikir kritis, keterampilan metakognitif dan hasil belajar mahasiswa.

Abstrak: Satu tahun lebih dunia pendidikan menghadapi tantangan yang cukup besar ditengah mewabahnya virus Covid-19. Pembelajaran yang seharusnya dilaksanakan secara tatap muka tidak bisa lagi dilaksanakan karena bisa memicu proses penyebaran virus Covid-19 yang semakin luas. Hal ini menyebabkan pembelajaran online menjadi satu-satunya alternatif model pembelajaran di masa pandemi Covid-19. Sebagai sesuatu yang baru, tentunya pendidik serta peserta didik harus bisa beradaptasi dengan keadaan tersebut. Kemampuan penguasan teknologi pendidik dalam masa adaptasi kebiasan baru sangat diperlukan. Sehingga, tim pengabdian masyarakat melaksanakan kegiatan pendampingan pendampingan pendidik dalam pegembangan media pembelajaran berupa E-Comic tematik berbasis augmented reality terintegrasi dengan ICT di KKG Gugus 01 Desa Panti Kecamatan Panti Kabupaten Jember. Hasil dari pengabdian ini adalah pendidik mampu mengembangkan media pembelajaran berupa E-comic yang terintegrasi dengan ICT. ­E-comic yang terintegrasi dengan ICT dapat memudahkan mahasiswa dalam memahami materi yang disampaikan oleh pendidik. Hal ini merupakan salah satu upaya dalam mempertahankan kualitas penyampaian materi pelajaran di masa pandemi Covid-19. Hasil kuesioner dari pelaksanaan kegiatan pendampingan pendidik dalam pegembangan E-Comic tematik berbasis augmented reality terintegrasi dengan ICT adalah 35,5% cukup mahir, 38,7% mahir, dan 25,8% sangat mahir dalam membuat media pembelajaran interaktif berupa E-comic dengan aplikasi online maupun offline.Abstract: For more than a year, the considerable challenges as the effect of the Covid-19 outbreak virus has been faced by the education system. Learning process which normally should be carried out face-to-face can no longer be carried out because it can trigger the process of spreading the Covid-19 virus getting wider. For avoiding the spreading of Covid 19, online learning can be applied as the alternative of learning model during the Covid-19 pandemic. As something new, of course, educators and students must be able to adapt to these conditions. The ability of mastering the technology for educators in the adaptation period as a new habits is very important. Thus, the community service team carried out mentoring activities for mentoring educators in the development of learning media in the form of augmented reality-based thematic E-Comic integrated with ICT in KKG Gugus 01 Panti Village, Panti District, Jember Regency. Hopefully, the result of this program can guide  the teachers developed a learning media in the form of E-comic integrated with ICT. E-comic integrated with ICT can make students easier to understand the material presented by educators. This is one of the efforts to maintain the quality education during the Covid-19 pandemic. The results of the questionnaire from the implementation of mentoring activities for educators in the development of thematic E-Comic based on augmented reality integrated with ICT are 35.5% quite proficient, 38.7% proficient, and 25.8% very proficient in making interactive learning media in the form of E-comic with online and offline applications.