Batik Cirebon is one of Indonesia’s potential local wisdom contexts that can be used in Chemistry high school STEM-based instruction. However, it is necessary to educationally reconstruct the context first so that its scientific content is suitable to be delivered to students. This research was a preliminary study that explored students’ perspectives of batik Cirebon context as one of the stages in educational reconstruction. Model of Educational Reconstruction was used as a basis for reconstructing batik Cirebon context. Students’ perspectives were explored through in-depth questionnaire towards 14 respondents about: STEM education; their preconceptions about scientific content of batik and its related chemical concepts; and their interest of implementing batik context in Chemistry embedded-STEM instruction. Analysis of students’ perspectives was carried out based on the hermeneutic-analytic method. The results of this study indicated that students’ preconceptions about chemical concepts related to batik context were still far from its correct scientific conceptions. Even so, respondents showed positive attitude towards the possibility of implementing STEM learning in high school chemistry. These findings are important as references in further educational reconstruction research of batik Cirebon context for Chemistry embedded-STEM learning, such as the instructional materials and also its learning strategy and evaluation.

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This study aims to analyze the suitability of HOTS (Higher-order Thinking Skills) based on critical thinking on the Odd Semester Final Examination questions for high school biology lessons in the East Cirebon Region. The research subjects were schools in the Cirebon area, namely SMAN 1 Lemahabang, MAN 3 Buntet Pesantren Cirebon and MA NU Putri Buntet Pesantren Cirebon. Data analysis is presented in the form of percentages and then described based on critical thinking indicators (characteristic thinking) based on Facione, (2011) on the Biology Final Semester Exam (UAS). The odd semester final exam (UAS) for biology subjects already contains critical thinking skills, but the percentage is still low. The most dominating indicator is interpretation. Based on this research, it shows that the questions made by the teacher are not sufficient to cultivate students' critical thinking skillsABSTRAK: Penelitian ini bertujuan untuk menganalisis kesesuaian HOTS (Higher-order Thinking Skills) berdasarkan critical thinking pada soal Ujian Akhir Semester ganjil pelajaran biologi SMA se-Wilayah Cirebon Timur. Subjek penelitian adalah sekolah yang ada di wilayah Cirebon yaitu SMAN 1 Lemahabang, MAN 3 Buntet Pesantren Cirebon dan MA NU Putri Buntet Pesantren Cirebon. Analisis data disajikan dalam bentuk persentase selanjutnya dideskripsikan berdasarkan indikator berpikir kritis (ciritical thinking) berdasarkan Facione, (2011) pada soal Ujian Akhir Semester (UAS) biologi. Ujian Akhir Semester (UAS) ganjil mata pelajaran biologi sudah memuat keterampilan berpikir kritis, namun dengan persentase yang masih rendah. Indikator yang paling mendominasi adalah interpretasiBerdasarkan penelitian tersebut menunjukkan bahwa soal yang dibuat oleh guru belum memadai untuk menumbuhkan keterampilan berpikir kritis siswa

Masih banyak miskonsepsi tentang Pewarisan Sifat karena literatur genetika memuat istilah-istilah yang sulit dipahami siswa, karena tidak melibatkan perkembangan buku, masih ada kesulitan. Tujuan dari penelitian ini adalah untuk mengetahui kelayakan dan mengembangkan instrumen tes diagnostik pilihan ganda Two tier pada konsep pewarisan sifat. Jenis penelitian ini menggunakan studi pengembangan dengan menggunakan model 4D. Subjek penelitian ditentukan berdasarkan purposive sampling sasaran di kelas XII IPA MAN 1 Kota Bekasi tahun pelajaran 2021/2022. Tes diagnostik pilihan ganda Two tier mengungkapkan bahwa dari 65 siswa, 34% memiliki miskonsepsi, 54% memahami konsep, dan 12% tidak memahami konsep. Siswa paling banyak mengalami salah paham pada indikator 1 (Pewarisan sifat menurut hukum Mendel) sebesar 40,17%, diikuti oleh indikator 3 (Hukum Mendel 1) sebesar 40%, kemudian indikator 12 (penyakit keturunan dan golongan darah) sebesar 38,46%. Kesimpulan penelitian menunjukkan bahwa tes diagnostik two tier yang sudah memenuhi kriteria validitas, reliabilitas, kesulitan, daya, dan fungsi pengecoh.

The application of STEM in Indonesia can be made through an embedded approach using the social, cultural and technological contexts encountered by students daily. This study aimed to reconstruct the context of Cirebon local wisdom, i.e. batik, to be used as a context for embedded STEM chemistry learning in high school. This research used a qualitative method by choosing the Model of Educational Reconstruction (MER) as the research framework. In this study, observations were made on the batik-making process, a literature review to explore the batik context's chemical perspective, and interviews to obtain information about students' preconceptions about batik. The findings indicated that the essential components of batik (fabric, wax, and dye) and the process of batik making were inextricably linked to chemical processes. According to the literature review, the context of batik is connected to several high school chemistry concepts, including organic chemistry (particularly regarding aromatic derivatives and polymers), electromagnetic radiation, chemical bonds, acid-base, oxidation and reduction, and stoichiometry. Meanwhile, it is known from student interviews that students' preconceptions about the scientific content of batik and related chemical concepts remain clearly distinguishable from their correct scientific conceptions. However, students expressed a favourable attitude toward the possibility of incorporating batik into chemistry instruction