There have been several cases that reflect the moral and character decline of Indonesian students. Based on some previous studies that have been carried out, ethnoscience and STEM-based worksheet can improve scientific literacy skills and grow students’ character. The aims of this research are to test the feasibility of RE-STEM-based (Religious, Ethnosains-Science, Technology, Engineering, and Mathematics) science worksheet to improve students' scientific literacy and character, and to find out the students' responses to science worksheet based on RE-STEM as an effort to improve students’ scientific literacy and character. This research applies the development research method with the ADDIE model. The sources of data in this study are the results of expert validations and student response questionnaires, while the research subjects are the experts and students. Data collection techniques and instruments in this study used the expert validation sheets and student response questionnaire sheets. The data analysis technique consists of two things namely the worksheet feasibility test using the V'Aikens value, and the student response test using the Likert scale of student responses which is then converted to a score interpretation table of five criteria. The results showed that the validity of the developed worksheet was categorized as valid with an average V'Aikens value of 0.86, so that the product developed was feasible to use, while the students’ response after using such the developed worksheet is very good with a percentage of 86.17 percent. Thus, the developed RE-STEM worksheet has accomplished the validity requirements and received a good response from students, so that it can be implemented in the learning process.

This research aimed to identify thinking patterns of natural sciences teacher candidate students in understanding physics phenomena. Results of thinking patterns could be used to determine approriate learning models and materials for students’ thinking capacity. In this research, thinking patterns were analyzed using Phenomenological Primitive (P-Prims) perspective. A random sampling technique with purposive sampling was used. The sample consisted of undergraduate students majoring in natural sciences education of Tidar University. The research method used in this research was qualitative, accompanied with The Investigation of Lived Experience with Cognitive Psychology type. Data were collected using tests and interviews. The research results show that in explaining unfamiliar physics phenomena which had never been taught before, students used 1) inductive thinking pattern, by calling back their existing, relevant knowledge and 2) deductive thinking pattern, by using synthesized general premises.

The purpose of this study is to acquire depiction of cognitive ability enhancement which the laboratory activities based inquiry implanted argumentation activities was conducted as a main process in the classroom activities. A quasi experiment method with non-equivalent control group pretest-post-test was carried out to implement this treatment. The participants of this study were students grade XI in one of public senior high schools in Indonesia. They were divided into two groups, experimental and control group, using purposive sampling. Experimental group was provided great opportunities to conduct laboratory activities based inquiry implanted argumentation activities while control group uses laboratory activities based inquiry. In order to recognize the cognitive ability of students, an instrument was developed in form of multiple choices. This study revealed that the mean difference of two groups was significantly different in which students’ cognitive ability of experimental group was higher than this control group and was in medium criteria from normalized gain perspective. From this findings, implanting argumentation activities on inquiry lab played prominent role in constructing model and theory of knowledge for students in enhancing their cognitive abilities.

Students’ problem-solving skills in natural science are considered low. This research aims to find out the feasibility, effectiveness, and practicality of e-comic media in science learning that are capable of improving problem-solving skills. The research is a research and development with ADDIE development procedures (analysis, design, development, implementation, and Evaluation). The validity level is obtained through expert validation sheets, whereas the effectiveness level is identified through a trial using a one-group pretest-posttest design with a paired sample t-test analysis.  Student questionnaires are used to gain the practicality level. The research results indicate that the media expert assessment is 4.43 and the content expert assessment is 4.23 and both are very valid. The effectiveness level generates a t-value of 11.379 with a significance level of 0.05, which means there is a significant improvement in problem-solving skills. The average gain score is 0.56 or in a moderate category. Students’ questionnaires on the e-comic media resulted in a percentage of 83.54%. The research concludes that e-comic media are feasible to be used in improving problem-solving skills in science learning

Comprehending the problem-solving process is an effort that is no less important than teaching problem-solving skills at school. By understanding the problem-solving process, it will be easier to teach at school. Several neurological studies discuss activities in solving problems, but the scope of the discussion is narrow and in-depth. On the other hand, it requires complete information about how the problem-solving process is a complex cognitive process. This research is a systematic literature review using the PRISMA approach. The result shows that the problem-solving skills were developing based on ages of development. The effectiveness of problem-solving skills is characterized by minimal brain activity but produces the right solution. In addition, the result of the review shows that semantic ability and mathematical logic ability play an important role in a problem solving process. Getting complete problem solving process needs many parts of the brain. DLPFC and IFG are the dominant parts of the brain in the process of solving problems.