This article aims to explain young researchers' learning activities at age of 13 to15 years old in formulating original ideas as well as self-determined collaboration and exploration associated with environmental learning activities. This study employs qualitative descriptive research approaches to examine the research learning activities of young researchers in finding self-determined original ideas. This study was carried out in Madrasah Tsanawiyah Negeri (MTsN) Kota Batu, East Java Province, Indonesia. The participants of this study consisted of 22 madrasah students (aged 13-15) who are divided randomly into 12 groups and two research teachers were also involved. The data collection techniques used are observations, interviews, and other documentations. The results of this study indicate that: (1) Students accompanied by teachers are able to think critically about environmental problems in formulating original ideas through teacher's stimulation and habituation to carry out observations both at school and in residence environments that can improve the sensitivity of students in responding to surrounding environmental problems. (2) Students can deliver research ideas to teachers and friends, collaborate, and participate in groups in analyzing, interpreting, designing, implementing as well as reporting activities involved in research projects from the student's point of view. (3) The teacher's habit of stimulating students to obtain original ideas from their surroundings can indirectly lead to an enjoyable research culture for students. The project report is presented as part of this article.

Penyusunan Karya Tulis di Indonesia selama ini diberikan pada mahasiswa Perguruan Tinggi sedangkan bagi siswa usia 13-15 tahun (SMP) belum diajarkan karena dianggap belum cukup mampu dalam melakukan penelitian. Kementrian Agama RI memfasilitasi kegiatan tersebut dengan Program Madrasah Riset Nasional yang bertujuan menanamkan proses menulis dan meneliti sejak dini pada siswa madrasah di Indonesia. Penelitian ini bertujuan mendeskripsikan strategi menemukan ide penelitian bagi siswa dalam pembelajaran riset pada tiga madrasah riset di Propinsi Jawa Timur. Penelitian ini menggunakan pendekatan deskriptif kualitatif studi multi-situs (multy-site studies) bertujuan untuk mempelajari secara intensif interaksi lingkungan, posisi serta keadaan lapangan unit penelitian secara apa adanya (Salladien, 2004). Teknik pengumpulan data menggunakan wawancara mendalam, observasi partisipan, serta dokumentasi kepada guru dan siswa yang dipilih secara acak. Lokasi penelitian pada 3 madrasah riset yaitu MTsN 1 Kota Malang, MTsN Kota Batu dan MTsN 2 Kota Kediri, selama 3 bulan 2-3 hari per minggu selama 2-4 jam per hari, mulai tanggal 3 januari 2020 sampai 17 april 2020. Temuan dalam penelitian ini, perbedaan teknik mendapatkan ide penelitian pada tiga madrasah merupakan kegiatan yang terintegrasi saling melengkapi mendorong siswa untuk berfikir kritis dan kreatif dalam mencari solusi permasalahan penelitian. Memunculkan inspirasi ide bagi siswa kelas 7 penuh tantangan karena pertama kali diperkenalkan dengan penelitian dan membutuhkan pendampingan intens guru. Teknik dalam mendapatkan ide penelitian siswa menghasilkan banyak ide-ide penelitian original siswa secara berkesinambungan.

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The purpose of this study is to describe the implementation of Silent Demonstration in Open Learning Environments and how these activities can integrate students to critical thinking, creative, communication, and collaboration in social studies subjects. The method used by the researcher is a phenomenological qualitative approach by describing the behavior, responses, actions of individuals and groups in the form of words and language, naturally (naturally). Data collection techniques through observations in grades VIII G and VIII H, in-depth interviews with subject teachers and group leaders of 14 students and documentation during the research. The research results are that the implementation of silent demonstrations in OLEs attracts students' attention through observations in understanding production, consumption and distribution activities so that learning objectives are achieved. This learning activity integrates integrated skills between Silent Demonstration which attracts students' attention through observation and Open Learning Environments (OLEs) which presents the context of a natural resource perspective from the environment.to build multiple points of view through tools/media as an effort to strengthen 4C learning (critical thinking, creative, collaborative and communicative)