The prospective teachers can effectively master Technological Pedagogical and Content Knowledge (TPACK) through the application of technology-based guided inquiry as an effort to enhance technology literacy, learning quality and also as a medium for problem-solving. This study aimed at analyzing the impact on the implementation of technology-based guided inquiry to improve students' TPACK ability. This study employed a one-group pretest-posttest design. The research population was the students of

The purpose of this study was to investigate the effect of the Google Meet media-assisted lecture method on building student knowledge and learning outcomes while learning from home (SFH). A quasi-experimental in the form of pretest-posttest control group design was used in this study. The sample was 96 first-year students (70 girls and 26 men; aged between 18-20) in the elementary school teacher education study program at the University of Trunojoyo Madura in the academic year 2019/2020. Researchers involved three intact classes; 1 class randomly selected as an experimental group and 2 classes as a control group. Knowledge Building Test (TMP) and Cognitive Learning Outcomes Test (THB) are administered as a pretest and posttest. The results of the two-way MANOVA revealed that students taught using the Google Meet media-assisted lecture method have posttest scores building knowledge and learning outcomes higher than comparison groups. Therefore, it can be concluded that the method of lectures assisted by Google Meet media has a significant influence on building knowledge and student learning outcomes in lecturing learning strategies in elementary schools.

This study aims to determine the experts’ opinions and the design of the learning continuum on aspects of biological resource management reviewed at the level of competence and characteristics of specific pedagogical material from elementary to high school. The method used in this research was survey by giving questionnaire to the experts. The sample of this study is convenience sample, which is 85 lecturers. This research was conducted at several State and Private Universities in the Special Region of Yogyakarta, Central Java, East Java, West Java, Jakarta. Results of this study indicate that the experts believe that the aspect of biological resource management has been taught in the tenth grade of senior high school (SHS) with cognitive levels (CL) “understanding” (C2) and “applying” (C3), and in seventh grade junior high school (JHS) with C2 CL. The design of learning continuum aspects of the management of biological resources from the FGD results based on the opinions of experts is that most of the specific pedagogical materials have begun to be taught at the JHS level with C2 CL, then continued at the SHS level with C3 CL, and there are also some specific pedagogic materials that have begun to be taught at the SHS level with C3 CL.

AbstrakPenelitian ini bertujuan untuk menghasilkan LKS biologi berbasis masalah yang layak untuk topik perubahan lingkungan/iklim dan daur ulang limbah serta mengetahui keefektifan penggunaan LKS biologi berbasis masalah terhadap kemampuan pemecahan masalah dan karakter peduli lingkungan siswa. Penelitian ini merupakan penelitian dan pengembangan menurut model Borg & Gall. Data dikumpulkan melalui angket validasi LKS, angket karakter peduli lingkungan, soal kemampuan pemecahan masalah, lembar observasi penilaian produk daur ulang limbah dan lembar observasi keterlaksanaan pembelajaran. Hasil penelitian ini menunjukkan bahwa LKS biologi berbasis masalah layak untuk topik perubahan lingkungan/iklim dan daur ulang limbah dilihat dari hasil penilaian pada aspek kelayakan isi, kebahasaan, penyajian dan kegrafikan termasuk dalam kategori sangat baik, LKS biologi berbasis masalah efektif digunakan untuk meningkatkan kemampuan pemecahan masalah dan karakter peduli lingkungan siswa.

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