Critical thinking in science learning emphasizes students' knowledge and understanding of scientific concepts and processes needed to make decisions in real conditions. Students who have the ability to think critically are expected to be able to face problems and make decisions intelligently and based on information to live a better life. This study aims to improve students' critical thinking skills by developing teaching materials based on local wisdom. The results showed that the learning carried out significantly affected the level of critical thinking of students, both viewed as a whole (z=-4.731; p-value=0.000<0.05) or based on three aspects of critical thinking separately (p-value=0.000<0.05). The results of this study recommend that the use of teaching materials with local wisdom in science learning materials, especially materials that make up the ecosystem, must be optimized, both at the school and university levels.Abstrak Berpikir kritis dalam pembelajaran sains menekankan pada pengetahuan dan pemahaman mahasiswa terhadap konsep-konsep ilmiah dan proses yang diperlukan untuk mengambil keputusan dalam kondisi nyata. Mahasiswa yang memiliki kemampuan berpikir kritis diharapkan mampu menghadapi masalah serta mengambil keputusan secara cerdas dan berbasis informasi agar dapat menjalani kehidupan yang lebih baik. Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis mahasiswa dengan mengembangkan bahan ajar berwawasan kearifan lokal. Hasil penelitian menunjukkan bahwa pembelajaran yang dilakukan mempengaruhi tingkat berpikir kritis mahasiswa secara signifikan, baik dilihat secara keseluruhan (z=-4,731; p-value=0,000<0,05), maupun berdasarkan tiga aspek berpikir kritis secara terpisah (p-value=0,000<0,05). Hasil penelitian ini merekomendasikan agar penggunaan bahan ajar berwawasan kearifan lokal dalam materi pembelajaran sains khususnya materi yang membentuk ekosistem perlu dioptimalkan, baik dalam level sekolah maupun pada tingkat perguruan tinggi.

Science instruction is required to be able to develop critical thinking skills and solve various authentic problems. However, based on the preliminary study results, the science learning process does not emphasize the development of critical thinking skills. Therefore, this study aims to produce appropriate POE (Predict-Observe-Explain) based authentic instructional package that are valid, practical, and effective to improve students' critical thinking skills. This research is educational development research using Tessmers' development model, which includes self-evaluation, expert test, individual test, small group test, and field test. The subjects of the research trial were eight students of class VIIIE and 29 students of class VIIIF of SMPN 33 Banjarmasin. The research data were obtained by expert testing on assessment using validation instruments, observations on practicality assessment using RPP implementation instruments, and tests on effectiveness assessment using critical LP instruments. The results of the data were analyzed quantitatively and qualitatively and the results obtained that the learning tools were categorized as very valid, practical, and effective. Therefore, a POE (Predict-Observe-Explain) based authentic problem instructional package is feasible to improve students' critical thinking skills.

Most science books do not provide easy-to-understand visual media. For example, by giving pictures that are small or unclear, so that students find it difficult to understand the available information. Therefore, a study was conducted on the validity and practicality of Prezi learning media on the role of soil and soil organisms for the survival of junior high school students. The purpose of this study was to test the validity and practicality of Prezi learning media. This study uses the Research and Development method with the ADDIE development model which is carried out only until the implementation stage with a small group scale. The research instrument used was the Prezi learning media validation sheet and student response questionnaires. Based on the results of the study, it was obtained that the validity test of the Prezi learning media was very valid by showing a score of 0.84 while the results of the student response questionnaire as a test of the practicality of the media were obtained practically by showing a score of 77%, so it can be concluded that the Prezi learning media can be continued to the next stage, namely the effectiveness stage