Adaptation of new habits in many aspects of life, including education, is required amid the COVID-19 outbreak. Many countries, including Indonesia, suddenly implement online learning as a realization of social distancing policies. This sudden change in the learning system has become a challenge for teachers. They must be able to integrate technology, pedagogy, and content knowledge to conduct online learning well. Therefore, this study investigates the readiness of biology teachers to face online learning based on their Technological Pedagogical Content Knowledge (TPACK). The purposive survey method was used by distributing questionnaires and conducting online interviews. The questionnaire consists of 30 statements about the TPACK readiness of biology teachers and ten questions about the online learning process during the COVID-19 outbreak. A total of 121 biology teachers in West Java, Indonesia, participated in this study. The findings indicate that biology teachers have sufficient TPACK skills in implementing online learning. However, their technological capabilities still need to be improved. The flexibility of place and time, availability of learning resources, and increased independence of teachers and students in using technology are the advantages of online biology learning during the COVID-19 outbreak. Meanwhile, the problems faced by teachers include technical connectivity and student honesty in taking exams in the implementation of online learning. The uncertainty of when the pandemic will end makes this study important to carry out for evaluation and potential improvement of online biology learning systems.

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This tree generally is used as traditional medicine for several ailments. In this research, the In Silico approach using molecular docking has been applied to 11 compounds from the Ficus religiosa to the cyclooxygenase-2 (COX-2) receptor. This study aimed to predict the ability of 11 compounds from the Ficus religiosa in inhibition COX-2 enzyme as a prostaglandin source. The detailed information was obtained using the molecular docking approach. Docking simulation for 11 compounds was executed through AutodockVina embedded in MGL Tools 1.5.6. The lowest binding energy of the complexes was visualized by using Discovery Studio (Biova) software. It was found that campesterol provided the lowest binding energy to COX-2, while kaempferol strongly was tied to TYR385 and SER530 of the receptor. The compounds containing anti-inflammatory effect have the lowest binding energy, and binds to the residue as native ligands. This result is indicated that the compounds from Ficus religiosa have potency as an anti-inflammatory agent. Still, advanced research is needed to examine more ligands from Ficus religiosa to isolate the best conformation.

Learning in the 21st century is expected to advance knowledge and improve student learning achievement, including at the elementary school level. In addition, learning in the 21st century is also expected to prepare students with 21st century skills that they should have. One learning approach that can be used is STEM-Based contextual learning. Therefore, this study aims to analyze the readiness of elementary school teachers to implement STEM-Based contextual learning in schools. The purposeddesign survey method was used in this study. Questionnaire and observation were used to collect the data. The questionnaire consisted of eighteen open-ended questions to find out the learning process conducted by the teacher, their perceptions of integrated contextual learning, and how the readiness of teachers towards the implementation of STEM-Based contextual learning. Respondents' involeved in this study were 32 elementary school teachers in Bandung, West Java, Indonesia. The result of the study indicated that elementary school teachers were ready to implement STEM-based contextual learning. However, the main problem faced by the teachers to implement STEM-based contextual learning was the difficulty of integrating the subjects and providing contextual aspects related to students' real life. This study was expected to provide an overview of the problems and possibilities in implementing STEM-based contextual learning at the elementary school level.

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