The development of information technology that is very rapidly grown nowa-days, particularly the development of information and communication technology enriches the development of the concept of learning based on blended learning. The characteristics of its apparatus, which can always be accessed anytime, any-where, multiuser and offers all its simplicity have made blended learning as a me-dium of instruction which is very appropriate for the development of education. One of the courses considered essential to utilize the information and communica-tion technology is a research statistics because the process of learning, this course has two fundamental parts which cannot be separated to one another, namely the-ory and practice. Thus, it needs a plan of learning activities which combine face-to-face learning and online-based learning interaction. The research was required to conduct to develop blended learning on research statistics course for the stu-dents of English Education Department of Teacher Training and Education Facul-ty of Borneo Tarakan University under a Research and Development by using the ADDIE’s model. The evaluation which was conducted to find out validity, prac-ticality, and effectiveness of blended learning drew three main conclusions: First, the design and development of learning devices were appropriate to be used as guidelines in implementing the learning process. Second, the process of learning was implemented in accordance with the plans and learning devices as well as a learning setting. Third, the students’ learning achievement was classically com-pleted. Thus, the blended learning was found to be valid, practical, and effective for the development of learning

Scientific literacy is the ability to read, write, and assist in acquiring competencies that are interrelated to learning science effectively. This research aimed to know the construction, characteristics of items, and quality of developed scientific literacy instrument and to measure the ability of scientific literacy of junior high school students in Tarakan city. This research uses the procedure of test development. The research samples for developing the instrument and measuring ability were 733 students obtained from six junior high schools, which determined by purposive sampling. The data were collected by administering the test and documentation. The data analysis use Winsteps and SPSS computer programs. The results demonstrate the instrument which meets scientific literacy was in the form of 40 items of multiple-choice questions and 6 items of essay questions. The content validity of the test instrument was 0.77, and the Cronbach reliability was 0.85. Both of these criteria were in the high category. The ability of scientific literacy of students in Tarakan city in the knowledge and process dimensions were relatively low. In this case, it should be considered that the development of scientific literacy skills needs to be optimized, especially at the samples.

The teacher’s attitude towards mathematics teaching is seen as an essential factor in forming students’ attitudes towards mathematics. However, no one has extensively described the reflection of teachers’ self-confidence in teaching mathematics, especially for novice primary teachers. Therefore, the purpose of this study sought to describe a reflection of the self-confidence attitude of novice primary teachers in teaching mathematics. A questionnaire based on novice primary teachers’ teaching experience was administered to a total of 28 novice primary teachers (N = 22 males, N = 6 females) conveniently selected to participate in the study reported in this article. The semi-structured interviews data explored novice primary teachers’ reflections on the given questionnaire scale items. The qualitative data obtained from semi-structured interviews informed the quantitative information extracted from the questionnaires. The results showed that the reflection of the self-confidence attitude of novice primary teachers in low, moderate, and high participants on the scale of confidence in teaching mathematics raises three essential findings, specifically (1) ability on content knowledge, (2) ability to explain, and (3) ability in classroom management. The resulting reflection in low, moderate, and high participants on the scale was an attitude toward success in teaching mathematics, namely, the appraisal of others, and on the scale, the usefulness of mathematics teaching, namely the ability to understand the usefulness of mathematics.

Penerapan literasi selama proses pembelajaran tidak hanya fokus pada peran para peserta didik semata. Akan tetapi, guru juga memiliki kapasitas sebagai fasilitator yang memiliki tugas penting dalam membantu dan mendorong meningkatkan budaya literasi di lingkungan pendidikan, khususnya dalam proses pembelajaran, Tujuan dilaksanakan pengabdian ini adalah untuk menerapkan inovasi dalam pembelajaran berupa pembelajaran yang berbasis literasi dasar dan literasi matematika model PISA ke dalam perangkat pembelajaran dan mengimplementasikannya dalam proses pembelajaran di kelas. Target dan luaran dari kegiatan pengabdian ini adalah peningkatan pemahaman dan pengalaman guru dalam menciptakan pembelajaran yang berbasis literasi dan menghasilkan perangkat pembelajaran berupa RPP dan media pembelajaran berbasis literasi dalam bentuk big book. Pelaksanaan kegiatan in house training pengembangan kompetensi guru melalui pemaanfaatan literasi ini melalui tahapan 1) pemberian informasi dalam bentuk workshop, 2) pendampingan penyusunan RPP, media big book dan penilaian dan 3) implementasi perangkat pembelajaran yang telah disusun.

The concept of an independent learning curriculum issued by the government has the aim of liberating education so that students can think and innovate freely. One way to support the independence of student education is to make adjustments in the learning process, especially in elementary schools. Therefore, this study develops learning on a STEM basis to support the profile of Pancasila students. This study uses the ADDIE method, which has five stages: analyze, design, develop, implement, and evaluate. The results showed that STEM-based learning could support the profile of Pancasila students. The teaching modules developed are on valid criteria, with a score range of 4≤ V 5. Likewise, the practicality of the module is a very practical criterion, with a score of 5. Student responses to STEM-based learning indicate that it can help support the achievement of the Pancasila student profile, namely critical reasoning, cooperation, and independence. In addition, the developed teaching modules can also help the learning process that is meaningful, fun, and interesting so that it can improve students' understanding as evidenced by the percentage of students' completeness that reaches 100% and is in very good criteria. Based on the study results, it can be concluded that the STEM-based learning module has met the valid, practical, and effective criteria for use in student learning in elementary schools.