In the context of teacher professional development and teacher certification, an objective measurement of teachers’ Pedagogical Content Knowledge (PCK) is requried. This research is a case study to measure teachers’ PCK within prospective middle school science teachers participating in an Indonesian teacher professional development program. The study used quantitative approach which involved multirater assessment analysed by Many-Facet Rasch Model (MFRM) to assess teachers’ PCK in teaching a specific topic, i.e. “The Particulate Nature of Matter” (PNM). Researchers developed a rubric for items to measure teachers’ enactment PCK for teaching that specific topic. The MFRM analysis of the data revealed item reliability, item validity, separation and unidimensionality fall within good category. The findings show prospective teachers need to improve their PCK specifically in terms of “knowledge of instructional strategies and representations for teaching science” dimension. However, for knowledge of science curriculum and knowledge of students’ understanding in science dimension, the findings show that the participants were competent.

This research aimed to describe the scientific approach and authentic assessment of the textbook based Curriculum 2013, on the theme “save living beings” for grade 6 students of elementary school such as textbooks published by Puskurbuk, Yudhistira, and Erlangga. The design of this study was content analysis. The instrument of the research was the analysis sheet based on theories. The validity of the instrument and the data was semantic validity and expert judgment. The reliability of the data was stability and reproducibility. The techniques of data analyzing consisted of unitizing, sampling, recording, reducing, inferring and narrating. The results of this study were; (1) The scientific approach contents consist of five aspects: observation, questions, trying, reasoning, and communicating, which are not in order. So not all indicators in every aspect of the scientific approach are found in each sub-theme. (2) Authentic assessment contents consist of three aspects: attitude assessment about social attitude and spiritual attitude, the psychomotor assessment contains only practice, product, and project assessment, and knowledge assessment without oral and assignment assessment.

Ethnoscience is a learning approach related the actual knowledge of the community to scientific knowledge. This article aims to analyze the study of ethnosciences and their integration with science learning for the last five years published in journals indexed by SCOPUS and SINTA This is qualitative research using a literature review of 20 articles selected based on the paper classification form (PCF). Ethnoscience Learning can be related with culture and local wisdom to the local environment. The results of the paper classification form for research in the field of science, physics, chemistry, and biology. Analysis results show that ethnoscience learning can be integrated with other learning approaches and models, such as contextual, collaborative learning, context-based learning, direct instruction, problem-based learning, and project-based learning. Based on this study, the application of ethnoscience learning can train, improve, and provide a positive effect on competencies in the 21st century, such as critical thinking, creativity, generic science skill, concepts understanding, character, chemical literacy, and scientific literacy

This study aims to develop a Computer-based Diagnostic assessment to measure the student’s readiness to participate in AKM and PISA. The study used a Research and Development model with 4-D model consisted of four main stages, namely define, design, develop, and disseminate. Preliminary research was conducted by depth-analyzing the AKM material and science material in the science curriculum of junior high school, identifying science materials or concepts that developed as AKM and PISA assessment instruments, designing instrument models and Computer-based Diagnostic assessments, implementation or empirical tests, validation, and first revision. And it ended with the dissemination stage through international seminars, attended by students, teachers, lecturers, and observers of science education. The conclusion of the study shows that the developmental research of a 4-D model is feasible, valid, and effective to be used in developing computer-based diagnostic assessment products to measure the student’s readiness of junior high school to participate in AKM and PISA with automatic feedback. Moreover, the conclusion of this research is that application of a computer-based diagnostic assessment is formed to measure the student’s readiness of junior high school to participate in AKM and PISA with valid automatic feedback based on the Aiken formula and appropriate, according to science education experts from the aspect of content, construct, and language. The results of the empirical test of the application of computer-based diagnostic assessment are used to measure the student’s readiness of junior high schoo to participate in AKM and PISA with automatic feedback stating that all items fit the Rasch model. And, the results of a limited-scale test for the student’s readiness to participate in AKM and PISA showed that SMP N 4 Pakem obtained 67.92% readiness in the average category, while SMP N 1 Tempel obtained 48.75% readiness in the below average category.

The STEM approach to learning helps prepare students with the skills needed for the future. Concrete and real-world problems can be solved by training students in STEM education. This research aims to analyze the influence of STEM on problem-solving abilities in education. The research method used is meta-analysis. The research process begins with determining the topic, data criteria, article search, data classification, analysis, and conclusion. The topic used is STEM and problem-solving, and the data criteria used are effect sizes. Articles used in the analysis are published in Scopus-indexed journals, ERIC, DOAJ, and SINTA-accredited journals. The articles analyzed are from the years 2018-2023. The result of the study shows that the use of STEM has a significant impact, with an average effect size of 1,709. STEM education has a very large influence on problem-solving abilitie.