Pendekatan pembelajaran yang dapat membangun literasi sains mahasiswa dapat menggunakan pembelajaran berbasis masalah. Pembelajaran berbasis masalah sejalan dengan tujuan membangun literasi sains peserta didik (Abidin, Mulyani, & Yunansah, 2018). Tujuan penelitian adalah (1) apakah buku petunjuk praktikum Biologi Dasar berbasis pemecahan masalah yang dikembangkan valid sebagai buku petunjuk praktikum; dan (2) bagaimana tingkat keterbacaan buku petunjuk praktikum Biologi Dasar berbasis pemecahan masalah. Subjek penelitian adalah mahasiswa Biologi Dasar. Metode penelitian yang digunakan adalah R&D dengan model penelitian pengembangan yang dikembangkan oleh (Thiagarajan, Semmel, & Semmel, 1974) yaitu 4D. Penelitian ini menggunakan tahapan (Define) Pendefinisian; (Design) Perancangan dan (Develop) pengembangan. Data validitas buku petunjuk praktikum diperoleh dari hasil penilaian ahli desain dan ahli materi. Data tingkat keterbacaan buku petunjuk praktikum diukur menggunakan tes klos (tes rumpang). Hasil penelitian bahwa (1) buku petunjuk praktikum berbasis pemecahan masalah valid berdasarkan nilai validasi materi sebesar 94% (kategori baik) dan validasi desain sebesar 90% (kategori baik). Artinya ada kesesuaian buku petunjuk praktikum Biologi dasar dengan tujuan praktikum dan kesesuaian kalimat pada buku petunjuk praktikum berdasarkan EBI; (2) hasil uji keterbacaan buku petunjuk praktikum berbasis pemecahan masalah 100%. Artinya ada buku petunjuk praktikum yang dikembangkan dalam kategori mudah dipahami oleh mahasiswa.

Students worksheet scientific approach is a teaching material that contains material that teaches students to experiment by following the steps based on the scientific method. The scientific method is observed, ask, gather information, associate, and communicate. The results of observation, interview with the teachers and students found that the teacher uses the revised version of the 2013 Curriculum’s handbook of natural science for grade VII. The books contain student activities cannot be done because of the limited media available in the school. So, the teacher must make student worksheets as complementary media for student activities. Constraints experienced by teachers in learning activities with the 2013 Curriculum include limited media such as electron microscope, mount, and surgical appliance for the subject of life organization system, etc. Teachers are predominantly applying scientific steps on students at the aspect of observing, questioning, and communicating, so that students’ knowledge and skill are less optimized. This study aims to determine the feasibility of student worksheets based on the VII class scientific approach. This type of research is Research and Development (R & D) with the Four D research model consisting. The sample used was Kalianget 2 Public Middle School. The result of the research showed that feasibility of Student Worksheets based on Scientific Approach obtained very feasible category, with the percentage feasibility material of 86.11% (very feasible category), feasibility format of the 85.42% (very feasible category), feasibility display of the 85.94% (category is very feasible).

Presentation of basic Biology courses integrated between theory and practice, in this case the skills of process and learning outcomes determined in their entirety which can be done in classrooms and labs assisted by practical guide. The research objectives (1) to produce a valid practical guide;(2) differences process skills;(3) improved learning outcomes and(4) respon. This research refers to the 4-D model of Thiagarajan, Semmel Semmel (1974).consists of 4 stages: Define, Design, Develope, and Disseminate. The research subjects used Basic students in the 2019-2020 academic year. At Wiraraja University. Instrument: (1) validation sheets, (2) observation sheets, (3) test sheets. and (4) respons. Data analysis techniques (1) validation data compiled from the score sheet given to expert validators and then averaged on each aspect and used as a percentage form; (2) process skill data using Wilcoxon test; (3) learning outcomes analyzed by N-gain score; and (4) responses analyzed from the average of each indicator and a percentage. Results (1) practical guide valid at 94% (good category); (2) there differences in process skills a significance value of 0,000; (3) there was an increase in learning outcomes show N-gain 0.74 (high criteria); and (4) respons 83% (good criteria)

Student’s worksheet scientific approach is a teaching material that contains material, teaches students to experiment by following the steps based on the scientific method. The scientific method is observed, ask, gather information, associate, and communicate. This study aims to determine the feasibility of student’s worksheets based on class VII scientific approach. This type of research was Research and Development (R & D) with the Four D research model. The sample used was Kalianget 2 Public Middle School. The result of the research showed that feasibility of Student Worksheets based on scientific approach obtained very feasible category, with material feasibility percentage of 86.11% (very feasible), format feasibility of 85.42% (very feasible), display feasibility of 85.94% (very feasible). Based on the research, it can be concluded that scientific approach-based student’s worksheet feasibility had been categorized as very feasible to use, and student’s response towards it was positive (categorized as very good).

This resarch aimed to decribe implementation inquiry learning as an effort to reduce student’s misconception. Research’s subject are XMIA 5 students of SMAN I Sumenep. Research’s design used Pretest-Postest design. Data were analysed by quantitative descriptive and inferencial technique. The result were: (1) the students had redox reaction preconception before inquiry learning, (2) the realization of teaching material using inquiry learning in class got good assessment, (3) student’s learning performance increased after inquiry learning, (4) inquiry learning has successfully increased students TK percentage to 54%, althrough leaved behind 35% students’ misconception. Based on the result, Guided Inquiry learning can used to reduce students’ misconception, although still leaved behind students’ misconception.