A differentiated teaching module based on kurikulum merdeka has been successfully developed on measurement materials in good and practical scientific work. The Alessi and Trollip development model, which consists of three stages, was used in this study. These stages are the planning stage, the design stage, and the development stage. During the planning stage, the researcher performed the following tasks: 1) an analysis of the needs of driving school teachers in three districts, namely Banyuasin, OIC, and East OKU, and 2) a diagnostic analysis of student learning styles at SMA Negeri 1 Semendawai Suku III OKU Timur, and 3) observation and analysis of the independent curriculum structure. Following the planning and design stages, researchers conduct alpha and beta tests during the development stage. The Alpha test is used to determine the level of validity of the developed teaching module. Meanwhile, the Beta test is being conducted to determine the practicability of the developed teaching module. The results of the second Alpha test yielded an excellent percentage of 100%. The acceptable rate of the second Beta test results is 100%. Based on the findings of this study, the independent curriculum-based differentiated teaching module on measurement materials in scientific work developed is valid and practical, making it suitable for use in high school physics learning

The needs to know local cultural materials and skills for the future of students in the 21st century motivated researchers to concentrate more on them. In this recent research, an English textbook developed with Palembang local culture in mind and reviewed by students considers student needs. In SMK Negeri 3 Palembang, the travel agent competency program had 35 graders who completed a questionnaire with 45 questions. Questionnaires and semi-structured interviews were used to collect and quantitatively and qualitatively interpret the details. The findings showed: 1) English must be taught through technology to support students; (2) English is essential to students' future careers; (3) no existing English language education materials are included with local Palembang culture; and (4) two main reasons for integrating local Palembang culture into educational materials were to enhance the knowledge of students. Due to the queries, learning resources such as blogs, Twitter, video calls, and voice notes became important for the promotion of skills in the 21st century.

Water literacy is the ability to feel familiar with and get actively involved in water to face issues about it. This study aims to analyze the water literacy of students who come from areas that have indigenous knowledge related to water conservation and do not have indigenous knowledge but have come from the same province with a similar abundance of water. The samples of this study were 439 people consisting of 184 boys and 255 girls aged 11-18 years from junior and senior high school students in Palembang Municipality and three sub-districts in Muara Enim Regency, namely Semende Darat Laut, Semende Darat Tengah, and Darat Ulu and both are indonesian. There were 39 questions for measuring water literacy in the form of a Likert scale (1-5) to measure practical and living literacy with Cronbach alpha values of 0.692 and 0.773, respectively, and were analyzed with SPSS version 21 through the Mann-Whitney (u) and Cronbach alpha statistical tests. The total alpha was 0.838. Social literacy was measured in the open-ended question instrument and analyzed descriptively. The results showed that practical water literacy in Palembang was significantly different from Semende's but not with living water literacy. Students' social water literacy in the Semende had two different answer patterns, while, in Palembang, it was more diverse with six different response patterns. Meanwhile, when asked to describe a diagram of the flow of water in nature in Semende, no students think that it is the neglect of customs that results in reduced water in Semende as understood by some students in Palembang who are not involved with these customs.

This research has a goal to obtain information about the effect of Learning Cycle 7E model on students' critical thinking skills in the circulatory system material for the eleventh-grade students of SMA Negeri 1 Indralaya Utara. Quasi experiment method with nonequivalent control-group design was used. The sample was determined with purposive sampling technique, obtaining XI Science 1 as the experimental class and XI Science 2 as the control class. The data were collected using a test in the form of multiple-choice questions, observation of learning implementation, and student response questionnaires. The indicators of critical thinking skills include elementary clarification, basic support, inference, advanced clarification, and strategy and tactic. Based on the results of the post-test mean score analysis, the experimental class obtains 79.88 (good) and the control class 70.66 (good). The percentage of observations on the implementation of learning with the 7E Learning Cycle model is 85.25% (very good). From the questionnaire, it is known that 83% of students respond very well and 17% respond well. Based on statistical tests using SPSS22, it was found that the application of the 7E Learning Cycle model significantly effects students' critical thinking skills in the circulatory system material.

The teaching-learning techniques of BIPA (Bahasa Indonesia untuk Penutur Asing - Indonesian for Speakers of Other Languages) for language skills are oftentimes separated from that of ‘cultural’ skills. Even worse, BIPA teachers tend to devote only a little attention to students’ cultural sensitivity. Dramatic Theatre, when used appropriately, offers engaging techniques for the teaching-learning of both language and cultural skills. Dramatic theatre’s ‘production process’ is very useful in developing linguistic and cultural sensitivities to the students. The teaching-learning of BIPA using the Dramatic Theatre production process at Petra Christian University, Surabaya, Indonesia has shown that it is a promising teachnique to be developed and implemented. The students’ involvement in the process from the preparations, rehearsals, and finally performance gives them a chance to enjoy and, especially, learn the Indonesian linguistic as well as cultural nuances more or less authentically. This paper is an evaluation of BIPA through dramatic theatre at PCU. It will show how students are involved in the production process, learn Bahasa Indonesia, and grasp Indonesian culture both from the play they perform and the process of production itself. It finally gives evaluation and recomendation for further use of dramatic theatre for BIPA at PCU.