Kemampuan pemecahan masalah merupakan salah satu kompetensi fundamental di era revolusi industri 4.0. Pembelajaran dari berbagai jenjang pendidikan perlu berorientasi pada penguasaan kompetensi tersebut. Penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah siswa kelas VI SDN Cililitan 02 melalui penggunaan model Project Based Learning dengan pendekatan STEM. Penelitian ini merupakan penelitian tindakan kelas dengan mengadopsi model Kemmis & McTaggart yang dilaksanakan selama dua siklus. Setiap siklus melalui empat tahapan yakni perencanaan, pelaksanaan, observasi, dan refleksi. Adapun subjek penelitian ini melibatkan 32 siswa kelas VI SDN Cililitan 02. Penelitian ini dilakukan pada semester ganjil tahun ajaran 2020-2021. Data hasil penelitian didapatkan melalui observasi, wawancara, dan tes. Uji validitas data dilakukan dengan triangulasi teknik. Data yang terkumpul kemudian dianalisis menggunakan teknik analisis interaktif model miles & hubberman. Hasil penelitian menunjukkan adanya peningkatan kemampuan pemecahan masalah siswa melalui implementasi model Project Based Learning melalui pendekatan STEM dimana hasil prasiklus menunjukkan rata-rata 43,52 pada siklus I meningkat menjadi 64,53 dan meningkat lagi pada siklus II menjadi 71,02.

Perkembangan ilmu pengetahuan dan teknologi serta dampaknya terhadap lingkungan menuntut semakin pentingnya penguasaan literasi sains mengingat keduanya sama-sama membutuhkan latar belakang ilmiah. Literasi sains kini menjadi salah satu fokus pendidikan dunia dimana upaya peningkatan literasi sains masih menjadi permasalahan beberapa negara salah satunya Indonesia. Hasil penilaian internasional menunjukkan bahwa literasi sains Indonesia selama delapan belas tahun terakhir selalu berada pada peringkat bawah. Penelitian-penelitian terdahulu juga mengkonfirmasi rendahnya literasi sains siswa pada berbagai jenjang pendidikan. Oleh karena itu, penelitian ini bertujuan untuk meningkatkan literasi sains mahasiswa PGSD Universitas Pelita Bangsa melalui Blended-Collaborative Problem Based learning (CPBL) berbasis multiple representatives. Penelitian tindakan kelas ini mengadopsi model Kemmis & McTaggart dilaksanakan selama 3 siklus mencakup tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini yaitu mahasiswa PGSD Universitas Pelita Bangsa kelas 19.A1 pada semester ganjil tahun ajaran 2021-2022 dengan jumlah 22 mahasiswa. Teknik pengumpulan data yang digunakan berupa observasi, kuisioner, dan tes. Uji validitas data menggunakan triangulasi teknik. Indikator keberhasilan tindakan dinilai dari aktivitas dosen dan mahasiswa dalam proses pembelajaran dengan menerapkan CPBL berbasis multiple representatives melalui lembar observasi yang dinilai oleh observer berdasarkan skala bertingkat (rating scale) mencapai 85% dan hasil tes literasi sains mahasiswa 80%.  Hasil penelitian menunjukkan bahwa implementasi CPBL berbasis multiple representatitive dapat meningkatkan literasi sains mahasiswa.

This study aimed to describe the implementation of science learning through Flipped-Problem Based Learning (FPBL) assisted by zoom meetings and e-campus Pelita Bangsa. This study used a qualitative descriptive method involving research subjects as many as 86 students of the elementary teacher education program of Pelita Bangsa University. The data collection technique used were questionnaires, interviews, and documentation. The collected data was then analyzed using interactive qualitative data analysis techniques including data collection, data reduction, data presentation, and conclusions drawing. The results showed that science learning through FPBL assisted by Zoom Meetings and E-campus which was carried out through problem orientation, learning organizing, investigation, development and presentation, also analysis and evaluation could help students accommodate the four dimensions of science attitudes, processes, products, and application. In addition, learning becomes more flexible,suits student learning styles, and helps to reduce quota usage by combining synchronous and asynchronous learning. The learning obstacles faced were took a long time and if students did not master the basic knowledge that must be learned asynchronously, it can hinder synchronous face-to-face learning.

Transforming textbooks into something interesting and fun for students is now increasingly interesting to study in line with the increasing number of challenges creating children's interest for reading. In order to have an attractive value for children, textbooks need to be specially prepared with a child's point of view which is of course adjusted to the character and level of children's development, learning needs, and the socio-cultural environment. This research is a descriptive qualitative study that aims to identify the urgency of developing ethnoscience based movable fairytale book to support science learning in grade IV Elementary students. This research is a descriptive qualitative study using observation, interview, and questionnaire techniques in data collection. The data analyzed using descriptive analysis techniques according to Miles & Huberman. The results of the study showed that textbooks that support learning are still limited, reading activities are the most preferred activity during learning but not in leisure, and ethnoscience-based movable fairytale book very hoped to be developed.

This research was motivated by the anxiety felt by researchers as teachers at the school. Based on the results of observations, the researcher saw that the students' ecoliteracy was still low. This can be seen from the lack of student initiative to care for existing plants in schools. For this reason, researchers apply learning using an appropriate model to improve student ecoliteracy, namely the Project Based Learning learning model. The subjects of this study were students of SD Negeri Sertajaya 05, Cikarang Timur District, Bekasi Regency. The research method used was Classroom Action Research (PTK) with Kemmis and Tagart designs. The results showed that the ecoliteracy of students in plant cultivation always showed an increase in each cycle. The increase in ecoliteracy can be seen from the increase in the percentage of achievement in the aspects of knowledge, awareness, and application. Therefore, it can be concluded that Project Based Learning can improve students' ecoliteracy.