Knowing students' perception toward teachers' written corrective feedback implemented in writing 3 class was the aim of this research. 50 students who enrolled writing 3 class in one of prívate universities in Central Java, Indonesia were given questionnaire to get their perception. The data was analyzed quantitatively and qualitatively. The results of their perception and reasons underlying their opinión were revealed. Firstly, in general students (94%) agreed that the feedback helped them to write paragraph writing, however, 6% of students responded differently. Secondly, in direct teacher's written corrective feedback, 100% of students agreed that the type of feedback was able to help them mastering paragraph writing skill. However, in indirect teacher's written corrective feedback got positive as well as negative responses. 86% of students chose strongly agree (18%) and agree (68%) toward this type, but 14% of students gave negative response. Thirdly, mostly students (98%) agreed that feedback on all aspects of writing (organization, content, mechanics, grammar, and vocabulary) helped them to improve their writing, but only 2% of students did not agree. Finally, 100% of students chose strongly agree (30%) and agree (70%) that media helped them receiving feedback.

Nature of Science knowledge understanding can be related to natural science conceptual understanding. It is expected that having understanding in nature of science concepts will minimize misconception in science concepts. Therefore, every teacher should understand aspects on nature of science. Because of the importance of nature of science, a research on elementary school teachers’ understanding on nature of science in 4P areas (rural, bordered, coastal, and urban) should be done. This research is aimed to to know the use of View of Nature of Science form B that has been translated and adapted to Bahasa Indonesia. This is qualitative research, in which focusing on evaluating elementary school teachers’ view of nature of science and the use of transadapted VNOS form B questionnaire that has been developed by Lederman and El-Khalick in the USA. Indeed, there are six aspect of Nature of Science that has been measured using VNOS form B. The result shows that most of respondents are naïve in understanding those six NOS aspects.

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model Learning Starts With A Question (LSQ) berbantukan media peta konsep terhadap hasil belajar siswa kelas X SMA Negeri 14 Samarinda pada pokok bahasan larutan elektrolit dan non-elektrolit. Jenis penelitian ini adalah penelitian eksperimen yang dilakukan dalam tiga kali pertemuan. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri 14 Samarinda. Sampel penelitian yang diambil adalah kelas X-2 dan X-3 dengan masing-masing kelas berjumlah 30 orang. Teknik pengambilan sampel ini menggunakan teknik purposive sampling. Kelas X-2 menggunakana model pembelajaran LSQ berbantukan media peta konsep sedangkan kelas X-3 menggunakan model pembelajaran langsung. Teknik pengumpulan data dalam penelitian ini menggunakan teknik tes dan dokumentasi. Teknik analisis data menggunakan uji t. Berdasarkan hasil pengolahan data, diperoleh nilai rata-rata kelas X-2 dan X-3 adalah berturut-turut adalah 79,93 dan 74,60. Kelas yang menggunakan model pembelajaran LSQ berbantukan media peta konsep memiliki rata-rata nilai hasil belajar lebih tinggi daripada rata-rata nilai hasil belajar kelas yang menggunakan model pembelajaran langsung. Berdasarkan teknik analisa data menggunakan uji t pada taraf signifikan 5% diperoleh kesimpulan bahwa terdapat pengaruh penggunaan model pembelajaran LSQ berbantukan media peta konsep terhadap hasil belajar siswa pada pokok bahasan larutan elektrolit dan non-elektrolit

The development of an instrument typically requires a reliability study. For formative assessment instruments, however, reliability is less of a concern unless a formative instrument gets used as a research tool or for summative purposes. When that happens, the formative instrument needs to be evaluated for reliability. The POSTT is one of those instruments that was developed for formative purposes and then subsequently used in research, but not much attention has been paid to reliability. Since only a few researchers have reported the reliability of the POSTT, it is important to investigate its reliability. This is a quantitative study with a secondary analysis of test/retest data. Seventeen preservice biology teachers in the fourth year of Biology department education were the respondents of the study. The data was collected using test/retest and analyzed using SPSS 26 software. The primary purpose of the study reported in this paper was to determine the reliability of the POSTT using a test and retest method. The results suggest test/retest coefficient do not support the Indo-POSTT as a reliable instrument. From eight items of Indo-POSTT, there is only one item that has significant high correlation coefficient. We conclude that the based on test/retest, the Indo-POSTT's reliability is not sufficient suggesting that this instrument is not stable. Therefore, a further investigation using other methods is needed.

Abstract-It cannot be denied that people face various issues and they have to make decisions for those issues. People should have appropriate knowledge to make decision. Mostly, the most important knowledge that people have to know is science, especially to know that science is a process. In order to know science as process, people should have understanding in nature of science. The best way to introduce the nature of science is teaching in basic level of formal education, which is elementary school. Therefore, elementary school teachers have to understand the nature of science concept so they can integrate it during teaching and learning process. Because of the importance of understanding the nature of science, having information on elementary school teachers' understanding on nature of science is crucial. One of instruments that can be used to assess this knowledge is View of Nature of Science (VNOS) form B. This instrument was given to thirty-six elementary school teachers from four different areas in North Kalimantan. The result shows that there are 72% respondents who have no understanding in nature of science, 23% respondents are having little understanding in nature of science, and the rest understand nature of science. It can be concluded that most of elementary school teachers in North Kalimantan do not understand the nature of science concepts.