The broad scope of biology and the many sources of biology reading requires eleven grade students to think critically about sorting out information to develop and support students' critical thinking skills. CirGi is an integration of the cooperative integrated reading and composition (CIRC) learning model and guided inquiry (GI) that emphasizes reading and writing activities, accompanied by guidance from the teacher. This study aimed to analyze the influence of CirGi's learning model on students' critical thinking skills. This research uses a quasi-experiment method with pre-post control group design. The sampling technique used purposive sampling, namely 104 high school students. Data collection was carried out using instruments of critical thinking skills in the form of essays, questionnaire responses of students to learning, and observation sheets of syntax implementation. The data analysis technique used was one-way ANCOVA. After controlling for the pretest scores, the CirGi learning model's influence on students' critical thinking skills was influenced. This learning model was appropriate for learning biology, so it can regrow the activities of reading science books that impact students' critical thinking skills.

Instrument is one of the supports of learning success. Assessment of student knowledge will encourage students to get better grades and will have an impact on increasing student knowledge. This study aims to develop the instruments of critical thinking skills and the ecosystem concept mastery. The instruments produced were an essay test adopted from Facione and a multiple-choice test adopted from Anderson Krathwohl. This research was conducted on September 2018 - October 2019 with 37 tenth-grade students as the sample. The research method used was the 4D model (Define, Design, Develop, and Disseminate), however this research did not do the disseminate stage due to the limitation of time. The results showed that the instruments are feasible with the results of expert validation of 81.03 and 85.00 respectively. Based on the results of the study, it can be concluded that the developed instruments could be used to measure the critical thinking skills and mastery of concepts. However, these tests must be developed further in large classes with more students.

PENILAIAN KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP PADA MATERI EKOSISTEMAbstractCritical thinking skills and mastery concepts are competencies that measure cognitive aspects. Both of these competencies support each other. This study aims to analyze critical thinking skills and mastery concepts of students in the ecosystem material. This was quantitative research. The sampling technique used Purposive Sampling, namely 60 high school students. Data was collected through the critical thinking skills test and mastery concept of ecosystem tests for students and interviews with the teacher. Based on the analyzed data, the average critical thinking skills and mastery concepts of an ecosystem are 53,15 and 61,10, which are in the low category. This is because students still have difficulty in understanding the basic concepts of ecosystems; students have not understood yet the terms in the ecosystem so that the terms with their meanings are often exchanged which has an impact on the low achievement of students.AbstrakKeterampilan berpikir kritis dan penguasaan konsep adalah kompetensi yang mengukur kemampuan kognitif. Kedua kompetensi tersebut saling berkaitan dan mendukung satu sama lain. Penelitian ini bertujuan untuk menganalisis keterampilan berpikir kritis dan penguasaan konsep peserta didik pada materi Ekosistem. Penelitian ini merupakan penelitian kuantitatif. Teknik pengambilan sampel yang digunakan adalah purposive sampling, yaitu 60 peserta didik SMA. Data diperoleh melalui tes tentang keterampilan berpikir kritis dan penguasaan konsep pada materi Ekosistem yang dikerjakan oleh peserta didik dan wawancara dengan guru. Berdasarkan analisis data, rata-rata keterampilan berpikir kritis dan penguasaan konsep materi Ekosistem peserta didik, masing-masing adalah 53,15 dan 61,10. Hasil tersebut termasuk dalam kaegori rendah. Hal ini disebabkan oleh sulitnya peserta didik dalam memahami konsep dasar Ekosistem, belum mengertinya istilah-istilah dalam ekosistem sehingga sering terjadi pertukaran istilah dengan maknanya yang berdampak pada rendahnya prestasi belajar siswa.

Panyirapan is a village whose community work is dominated by farmers. People are still farming conventionally and do not know the techniques of farming with a hydroponic system. The hydroponic training conducted by BLK Lembang aims to educate the people of Panyirapan village to switch to hydroponic farming that is more environmentally friendly.The training method consisted of providing theory and practice by BLK representative instructors. The training participants were 16 people who were heterogeneously selected and grouped into 4 groups. The vegetable crops grown are pakcoy, red lettuce, green lettuce, spinach and kale. The results of the training show that the training participants have competence in the field of hydroponics which is attached to the graduation certificate which is distributed to the trainees at the end of the series of training activities. The training activities provide knowledge to the community, especially the training participants on how to grow modern crops (hydroponics), being able to motivate themselves to become entrepreneurs in the field of hydroponic agriculture by forming a hydroponic farmer group, namely the fragrant blooming hydroponic vegetable community. The community actively sells their harvests in the form of pakcoy, spinach, lettuce and kale to the Panyirapan community.

Practicum has an important role in learning science, especially biology. The continuity of the practicum can be supported by the existence of laboratory facilities. This study aims to determine the description of the implementation of biology practicum and the completeness of laboratory infrastructure at Senior High School State of Padangsidimpuan. The research method in this study is quantitative descriptive with 97 students and 11 biology teachers as the sample. Collecting data using questionnaires and observations. Questionnaires for teachers and students were used to determine the implementation of the practicum and observations in the laboratory were used to determine the completeness of the biology laboratory infrastructure. Based on data analysis, the average implementation of biology practicum and completeness of biology laboratory is 74.51 and 72.06 respectively.