The purpose of this research was to strengthen characters and ecopreneurship of students who enrolled in science, environment, technology, and society (SETS) course. The focus of the students' characters in this study included responsibility, discipline, creative and innovative, commitment, and cooperative. This course supports the students to develop ecopreneurship to create products from organic and inorganic waste treatments. To achieve the purpose of this research, a teaching and learning package including syllabus, lesson plan, and assessment criteria were developed using the Research and Development (R&D) method. A total of 42 science education undergraduates and two experts were involved in this research. The data were collected through validation sheets, observation sheets, and assessment of students'ecopreneurship products. The validation results showed that the developed teaching and learning package categorized as very good. In this course, six stages of learning were implemented including identifying a problem, making a plan, conducting an observation, collecting information, exhibiting a product, and writing ideas. The observation results showed that the overall developed teaching and learning package was effective to support the students' learning in each of the six stages. Moreover, the improvement in students' scores on the focused characters was observed. At the end of the course, the students' ecopreneurship products were also accomplished. Nine of the products were made of organic waste, while the two of them were recycled from inorganic waste. Thus, it concluded that the course of science, environment, technology, and society could strengthen the students' characters and ecopreneurship.

Tujuan penelitian ini adalah mengembangkan lembar kerja mahasiswa (LKM) untuk meningkatkan kemampuan literasi sains mahasiswa Jurusan IPA FMIPA Unesa. Kelayakan dari LKM yang dikembangkan yang diukur berdasarkan validitas teoritis dan empirisnya. Rancangan penelitian yang digunakan dalam mengembangkan LKM yang mengacu pada model Plomp (1997), yang terdiri dari fase investigasi awal (prelimenary investigation), fase desain (design), fase realisasi/konstruksi (realization/construc-tion), dan fase tes, evaluasi dan revisi (test, evaluation and revision), dan implementasi (implementation). Hasil penelitian ini menunjukkan bahwa LKM literasi yang telah dikembangkan layak digunakan yang didasarkan pada validitas teoritis dan empirisnya. Berdasarkan validitas teoritis, LKM secara isi, konstruksi, dan keterbacaan menunjukkan hasil baik, yaitu kategori sangat kuat untuk validasi isi dan kuat untuk validasi konstruksi. Validitas empiris dari LKM juga menunjukkan hasil positif, yaitu adanya peningkatan kemampuan literasi sains mahasiswa setelah diberikan LKM literasi pada mata kuliah IPBA dengan persentase ketercapaian literasi sains mahasiswa sebesar 100%. Kata Kunci : LKM, Literasi Sains.

Science learning of the earth’s layers subject is not optimal. One of the factors causing the less optimal learning is the lack of media that support this subject. Students want a learning media that can motivate them to learn and also make it easier for them to understand the subject matter. This study aims to analyze the effectiveness of instructional video animation media on the earth’s layers subject in terms of the results of understanding the concepts of junior high school students. This study used a research design “One group pretest-posttest design”. The subjects of this study were 28 students of class VII-D SMP Negeri 3 Sidoarjo. The data collection technique used the test method. The conceptual understanding indicator used is to give examples, categorize, compare and explain. The results of this study are that the indicators give an example of obtaining an n-gain of 0.84 in the high category, the indicators categorizing obtaining an n-gain of 0.67 in the moderate category, the indicators compare getting an n-gain of 0.69 with the medium category and the indicator. explained that obtaining an n-gain of 0.68 in the medium category. The indicator compares getting the lowest posttest score and the indicator gives an example of getting the highest posttest score. So it can be concluded that the animated video media as a learning medium on earth layer material is very effective in increasing students’ understanding of concepts 0.69 in the medium category and the indicator explains that it gets an n-gain of 0.68 in the moderate category. The indicator compares getting the lowest posttest score and the indicator gives an example of getting the highest posttest score. So it can be concluded that the animated video media as a learning medium of earth’s layers subject is very effective in increasing students’ understanding of concepts 0.69 in the medium category and the indicator explains that it gets an n-gain of 0.68 in the moderate category. The indicator compares getting the lowest posttest score and the indicator gives an example of getting the highest posttest score. So it can be concluded that the animated video media as a learning medium of earth’s layers subject is very effective in increasing students’ understanding of concepts.

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Changes in the national education curriculum and learning approaches in the Merdeka Curriculum become problems for teachers. In contrast, the key to successful curriculum implementation depends on the understanding and ability of teachers to translate and develop the curriculum itself. This study purposed to reveal science teachers’ knowledge and understanding on differentiated learning and the Merdeka Curriculum. This study involved sixty-five participants with a professional background as science teachers at the Lower Secondary School level. Small-scale surveys were conducted using complex multiple-choice item questions. This study reveals the average science teacher’s understanding of differentiated learning and the changes in science subjects in terms of content and process according to the Merdeka Curriculum only 37.85%. Furthermore, the findings show that current training had minimal impact on the science teachers’ preexisting knowledge. Therefore, according to the Merdeka Curriculum, the training pattern’s vital role must be concerned with developing teacher knowledge and understanding of changes in science subjects for the Lower Secondary School and the learning process. However, despite some limitations, we also think that the spaces for teachers’ curriculum agency patterns can be used to improve the science teachers’ knowledge and understanding on differentiated learning and the Merdeka Curriculum.