This study aimed to investigate the construction of Pancasila-profile-based attitude reinforcement integrated into lesson plan by teachers for junior high school students during online teaching. It used descriptive-quantitative approach. The sample of this study consisted of 278 junior high school. The instrument of this study consisted of questionnaire and lesson plan. The collected data was analyzed using SPSS 24.0. As the result, the output of SPSS 24.0 showed that the Sig. (2 tailed) score of being faithful, pious to The One Almighty God, noble, globally harmonious in diversity, mutually cooperative, autonomous, critical thinking, and creative was 0.000 < 0.005. It indicated a significant correlation among them. The construction of lesson plan by teachers should have either modification or addition on their indicators, objectives, and basic competence that students expected. Furthermore, teachers were expected to be able to do self-internalization in order to support their students' development integrated to lesson plan.

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AbstrakRendahnya kemampuan penalaran menjadi penyebab rendahnya prestasi matematika. Diperlukan solusi, diantaranya STEM. Penelitian ini bertujuan mengeksplorasi penalaran logis calon guru matematika melalui pengintegrasian pendekatan STEM dalam menyelesaikan soal matematika. Jenis penelitian yaitu kualitatif dengan pendekatan deskriptif. Subjek penelitian adalah seorang mahasiswa calon guru matematika yang dipilih secara purposive sampling. Instrumen penelitian meliputi utama dan pendukung yaitu TPL dan pedoman wawancara. Teknik analisis data meliputi reduksi data, penyajian data, interpretasi data, dan penarikan simpulan. Hasil penelitian menunjukkan subjek melakukan eksplorasi software Geogebra untuk mengidentifikasi informasi yang diperlukan sesuai pengetahuan yang dimiliki. Subjek juga melakukan beberapa teknik mengoperasikan aplikasi Geogebra, seperti dilatasi dan refleksi. Selanjutnya subjek menekankan beberapa titik-titik koordinat selama membuat grafik fungsi yang ditunjukkan software Geogebra untuk membuktikan jawabannya melalui subtistusi setiap titik-titiknya. Subjek meyakini kebenaran hasil yang ditunjukkan pada Geogebra. Pengintegrasian teknologi dalam setiap matakuliah diperlukan agar mahasiswa dapat mengembangkan penalaran logis dalam menyelesaikan masalah matematika. Logical Reasoning Exploration for Mathematics’ Candidate Teacher through Integration of STEM Approach in Solving Problem AbstractThe low reasoning ability is the reason for low mathematical achievement. A solution is needed, including STEM. This research has aimed to explore the logical reasoning of mathematics teacher candidate through integrating the STEM approach in solving a math problem in a task. This research uses descriptive qualitative. The subject of this research is the students of the mathematics education program of STKIP PGRI Jombang. These research instruments involve main and supportive that consist of TPL and interview. In analyzing data, it consists of reduction data, presentation data, interpretation data, and conclusion. The result of this research shows that the subject does exploration through "Geogebra" to identify the information which is appropriate with its knowledge. The subject also does several techniques in operating "Geogebra", such as; dilated and reflection. Moreover, the subject emphasizes several coordinate points while making a graphic of function which is shown in "Geogebra", because it is suitable for things that have already done in a worksheet. Integrating technology in each course is needed so that students can develop logical reasoning in solving mathematical problems.

OECD in Paris reveals the result of Programme for International Assessment (PISA) 2018 that the ability of students’ literacy is 371 out of 487, which means that there are 30% of Indonesian students who have minimum ability of reading. The things that have relation to students’ ability in reading are communication and language disruption. During pandemic of COVID-19, learning activity is conducted by using online, in which there are some obstacles and problems in showing the material through visual and audio that create miscommunication among the teachers and the students. In this case, learning cycle 7E is one of learning that is centred in students by emphasizing on the effectiveness of communication and language disruption. The phases of learning cycle 7E are: Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend. This research is conducted by using descriptive qualitative. 32 students of SMA IT Misykat Al Anwar are purposively chosen as the research subject. The research instruments involved are observation, teaching scenario, and interview. It is analysed by using data reduction, data analysis, and conclusion. The result of this research that is conducted in 4 meetings reveals that the students can communicate systematically in language structure implication and the level of language content legibility are fulfilled, moreover, students’ verbal communication can expose the students’ schemata which can less its miscommunication, other than that, students’ language disruption during the implementation of Learning Cycle 7E shows that the students are more innovative in expressing the language content in implementing the digital technology, therefore, it is way more efficient and good result. Therefore, it is needed to apply the Learning Cycle 7E in the era of pandemic Covid-19 and answers the challenge of industry 4.0 Era