Saat ini media pembelajaran multimedia berbasis teknologi informasi dan komunikasi (TIK) telah banyak dalam proses pembelajaran sebagai bentuk pengembangan media pembelajaran yang interaktif dan dapat menarik minat, perhatian dan motivasi belajar bagi para peserta didik. Namun yang menjadi salah kendala adalah kurang dikuasainya teknologi pengembangan multimedia pembelajaran berbasis TIK oleh para pengajar. Oleh karena itu diperlukan suatu kegiatan guna meningkatkan kualitas profesional dan kreativitas guru dalam mengembangkan multimedia.Metode  yang digunakan dalam kegiatan ini demonstrasi dan praktek pembuatan multimedia menggunakan software 3D Pageflip Professional serta penugasan bagi guru-guru untuk membuat sebuah media pembelajaran hasil kreativitas peserta dan di akhir kegiatan para peserta akan diberikan penilaian hasil evaluasi produk dan respon peserta terhadap kebermanfaatan kegiatan. Berdasarkan hasil pengamatan, bahwa para guru rata-rata memiliki kemampuan yang sangat baik dengan skor 89,63 dalam memahami urgensi pengembangan media pembelajaran, mampu membuat media pembelajaran, mengenal fungsi program, dapat memasukkan teks dan menyisipkan objek movie, sound dan gambar ke ruang template 3D Pageflip Professional. Selanjutnya berdasar hasil angket, rata-rata guru memberikan tanggapan yang sangat baik dengan skor sebesar 82,67 karena melalui kegiatan ini para peserta memperoleh manfaat berupa pengetahuan tentang operasionalisasi program dan uji kreativitas guru dalam membuat desain pengembangan media sebagai bahan ajar.

The development model used is Research & Development which adopts the Lee & Owens development model. The product to be developed is E-LKPD using 3D Pageflip Professional software. 1. The procedure for developing E-LKPD with the PBL-STEM approach in improving scientific literacy skills on the reaction rate material for students. The research procedure consists of five stages, namely analysis, design, development, implementation, evaluation. Research results (1) The analysis includes media analysis, student characteristics analysis, technology analysis, situation analysis, and data analysis. (2) Design includes determining the development team, compiling a development schedule, making flowcharts and making storyboards. (3) Development includes making a product which is then validated by a team of experts until it is validated. (4) Implementation, at this stage a product assessment is carried out by 2 chemistry teachers to see the agreement between the two teachers on the product developed through the kappa test, one-on-one trial with 2 groups of respondents consisting of 3 students in each group, small group trial with two groups of respondents carried out at MAN 2 Jambi City. This trial is not conducted face-to-face, but online (5) Evaluation, which is carried out at each stage is ongoing. The conclusion in this study is that the E-LKPD development procedure is in accordance with the 5 stages of the Lee & Owens development model. Keywords: E-LKPD, PBL-STEM, Science literacy skills

Providing Scaffolding in problem based learning materials to improve students' higher-order thinking skills] The types of problems in teaching students vary, ranging from simple to complex. In solving these types of problems, students cannot do it themselves but need to be taught by the teacher. Efforts that can be made by the teacher to achieve this are by assisting (scaffolding). Scaffolding is a support given by teachers to students to solve problems in the learning process. In addition to scaffolding, in solving complex types of problems, optimization of higher-order thinking skills is also needed in increasing the success of the learning process. No exception to studying chemistry. With the provision of scaffolding in chemistry learning materials, it is hoped that the abstract concept of chemical material will be easier for students to understand. This study is qualitative research using survey methods through questionnaires and in-depth interviews from three different schools in Jambi. The data obtained were then analyzed descriptively. From the study results, it was found that students were not used to solving complex types of problems as well as teachers who were not used to organizing the ideal scaffolding form used in learning materials in chemistry learning. Therefore, it is important and needs to be further developed this learning materials.

Kabupaten Bungo memiliki wilayah konservasi sumberdaya hayati dan ekosistem yang disebut suaka perikanan (reservat) Lubuk Kasai, wilayah ini merupakan daerah aliran sungai batang pelepat. Penelitian dilaksanakan bulan November-Desember 2018. Penelitian ini bertujuan untuk mengetahui tingkat partisipasi masyarakat dan alternatif strategi terhadap keberadaan suaka perikanan (reservat) Lubuk Kasai di Perairan Sungai Batang Pelepat Kecamatan Pelepat Ilir Kabupaten Bungo Propinsi Jambi. Metode yang digunakan pada penelitian ini adalah metode survei. Hasil penelitian menunjukan bahwa tingkat partisipasi masyarakat terhadap keberadaan kawasan suaka perikanan (reservat) Lubuk Kasai yaitu sebesar 41,30 % (kategori sedang) dan alternatif strategi yang dipilih yaitu strategi SO dengan partisipasi masyarakat yang baik dan akses jalan yang lancar akan menambahkan nilai ekonomis serta berpeluang untuk dijadikan tempat ekowisata perairan berbasis kearifan lokal. Kata Kunci:  Jambi, Kabupaten Bungo, Konservat,  Konservasi, SWOT

This study aims to determine how the procedure for developing blended learning worksheets based on guided inquiry models and science process skills on the material of reduction and oxidation reactions in SMK. The method used in this research is to follow the Lee and Owens development model consisting of 5 stages of development, namely Analysis, Design, Development, Implementation and Evaluation. Analysis includes analysis of needs, characteristics of students, objectives, materials and technology. Design, researchers determine the schedule and development team, median specifications, prepare materials and make Flowcharts and storyboards. Development, develop LKPD according to storyboards, validated by material and media experts, and assessed by the teacher. Implementation includes group trials and effectiveness tests. Evaluation of LKPD in accordance with test results. Keywords: Blended learning, Guide inquiry, Reaction of reduction and oxidation, Science process skill, Student worksheet