This study aims to determine: 1) student learning independence in online learning, 2) learning models that can be used to foster student learning independence in science learning, 3) appropriate learning resources in fostering student learning independence. The research was conducted on the 6th semester students of the Elementary School Teacher Education Study Program, FKIP UNISRI, totaling 29 students. The research method used is descriptive qualitative as an initial needs analysis in designing appropriate learning to foster student learning independence during distance learning. The sampling technique was carried out by purposive sampling. Data collection techniques are observation, interviews, questionnaires, and documentation. Based on the results of data analysis, it was found that 1) The average score of the student learning independence questionnaire was 83.3 where 17.24% was in the good category and 82.76% in the sufficient category. So it can be concluded that student learning independence is not optimal. 2) The appropriate learning model is project-based learning. 3) Learning resources used by students in fostering independent learning include lecture modules, scientific journals, videos, youtube, books, and the surrounding environment

TRAINING ON MAKING LITERACY QUESTIONS FOR READING AND NUMERACY BASED ON MINIMUM COMPETENCY ASSESSMENT FOR ELEMENTARY SCHOOL TEACHERS GUGUS WAHIDIN SUDIROHUSODO, JUMAPOLO DISTRICT. The direction of government policy in measuring students' cognitive learning outcomes is to replace Ujian Nasional (UN) with an Asesmen Kompetensi Minimum (AKM). What is measured in the AKM is the ability to read and numerate literacy as a result of students' cognitive learning. Based on the results of an interview with the Chairperson of the Gugus SD Wahidin Sudirohusodo Kecamatan Jumapolo, some teachers have understood the AKM but have not understood about making reading literacy and numeracy questions based on the Asesmen Kompetensi Minimum (AKM). The results of observations also show that teachers have not been able to make reading and numeracy literacy questions based on the Asesmen Kompetensi Minimum (AKM). The purpose of this service is to provide training on making reading and numeracy literacy questions based on the Asesmen Kompetensi Minimum (AKM). The method of implementing the service includes: (1) the approach method carried out starting from the survey, licensing, and providing motivation for teachers who will take part in the training (2) program implementation methods, including the preliminary stage, the socialization and hearing stage, the implementation stage, and the final evaluation stage. The results of the analysis of teacher responses to the implementation of community service indicate that training materials for making reading literacy and numeracy questions based on AKM are needed by teachers in developing 21st-century learning. Teachers feel the benefits of community service activities because they can become new scientific insights into the development of learning activities in schools.

Every student needs to have learning and innovation skills, media, information, and technology literacy, as well as life skills so they can work and survive in the 21st century. Reading literacy skill is required for developing 21st-century life skills. According to empirical data from the PIRLS test in 2011 and the PISA test in 2018, Indonesian students’ reading literacy skill is still subpar worldwide. High reading literacy skill is required of prospective elementary school teachers. Utilizing a discovery learning approach that strengthens prospective elementary school teachers and students reading literacy skills can help reduce these issues. The two main objectives of this study are: 1) to profile the reading literacy skill of prospective elementary school teachers based on the Minimum Competency Assessment and 2) to analyze the effectiveness of implementing the discovery learning model on prospective elementary school teachers’ reading literacy skill. The research method used is a mixed method with a sequential explanatory design that sequentially combines quantitative and qualitative research methods. The results showed that: 1) based on the Minimum Competency Assessment, prospective elementary school teachers’ reading literacy profile was still relatively low (i.e., average score: 54.03, average score for each indicator—finding information, understanding, evaluating and reflecting: 48, 51.8, and of 56.3 respectively); 2) based on the average score of the prospective elementary school teachers’ reading literacy skill before and after the implementation of discovery learning model (54.03 and 72.18 respectively), the implementation of the discovery learning model is effective in improving the reading literacy skills of prospective elementary school teachers who are included under the moderate criteria. This outcome is a result of the integration of the discovery learning model of each syntax training with reading literacy activities, which stimulates students’ reading literacy skills.

Philosophically, natural sciences as a building of knowledge can study ontology (what you want to know), epistemology (how to acquire knowledge), and axiology (what is the value of knowledge). Natural Science as a building of science has properties that are closely related to natural objects. The problems that occur with natural objects are holistic. This holistic problem requires problem-solving from various disciplines, especially in the natural sciences. Based on the scope of the research above, this article aims to investigate integrated natural science learning in a philosophical review (ontology, epistemology, axiology). The qualitative method is applied in this study. Studies conducted to solve problems based on a critical and in-depth analysis of pertinent library materials are known as library research. Overviews of ontology, epistemology, and axiology state that integrated natural science learning, students are expected to be able to relate to other disciplines such as physics, astronomy, chemistry, geology, biology, technology, environment, and health and safety. This type of instruction uses natural science to present natural phenomena and events holistically and to develop students' problem-solving skills. The recommendation given is that teachers should tend to the interdisciplinary study of the natural sciences.