Integrated curriculum is a popular way to develop 21st-century skills, but most of the materials are written on the books separately. Furthermore, web-based learning is an online learning media that can be accessed using an internet connection anytime and anywhere. However, many educational websites do not apply the principles of effective learning. Besides, the traditional learning methods tend to be bored for the students. In order to solve this problem, this study designed a website education that uses interactive content to assist students in learning levers in the human body topic as one of the integrated science materials. The process of developing an educational website consists of three steps: (1) analysis, (2) design, (3) construction making. This research method used descriptive method, and the experts' judgment will evaluate it on content, language, and media/IT. The questionnaires used the technology acceptance model (TAM) and five-dimensional interactivity to investigate the readability of the subjects' perception responses. The research subject was three science teachers and 31 students on private Junior High School in Bandung. According to the result, generally, it has a good evaluation of each aspect. But, the website education needs a strong signal to access for not taking load time consumer.

The research aims to know the argumentation skill profile and the difference of students' argumentation skill between 10th MS (Match and Science) and 11th MS in Batik 1 Senior High School of Surakarta on Biodiversity material. The type of research is descriptive quantitative using survey method. Population research is all students or 400 students of class 10th and 11th MS in SMA Batik 1 Surakarta. Sampling technique using stratified proportional random sampling. The instrument to measure the skills of the user is using essay handbooks. Analysis of argumentability was using Toulmin's Argumentation Pattern (TAP). The data were analyzed using quantitative descriptive. The results showed the quality of the students' argumentation in one of the Private High School Surakarta in sufficient category. Percentage of achievement of each indicator is 68% claim, 60% warrant, 53% data, 45% s backing and 0% rebuttal. The result of t-test got sig. (2-tailed) about 0.002. therefore we can conclude that argumentation skill of 10th and 11th MS in SMA Batik 1 Surakarta have significant differences of class X and XI argumentation skill shows a significant differences, although the argumentation skill quality of both cluster class is enough.

Located in the Pacific Ring of Fire, Indonesia is endangered by natural disasters. Through the changing of learning activity in a proper way by the application of STEM Project-Based Learning, future generations are expected to develop the knowledge and thinking skill to solve the problem. Therefore, this study aimed to investigate implementing STEM Project-Based Learning on student's Problem-Solving Skills. This research used a Pre-Experiment method with a One-Group Pretest-Posttest design and essay questions as data collection tools. In this research, 30 7th-grade students at one school in Bandung, Indonesia, were chosen as the participants. The data analysis showed significant improvement between student's Problem-Solving skills pretest and post-test (N-Gain=0.73). In addition, Idea-Finding is the most significant improvement during the Fact-Finding on the lowest. Based on the result, STEM Project-Based Learning is recommended to improve students' Problem-Solving Skills since they can use their integrated knowledge to solve a real-world problem.

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