ICT-based learning provides opportunities for teachers and students to learn digitally, as well as letting the students become autonomous learners. One of the efforts to actualize such typical learning mode is to provide digitalized learning media, such as e-Books. An e-Book of metacognitive learning strategies aimed to train students’ metacognitive skills that emphasized self-regulated learning in order to make them become autonomous learners. This study was objected to describe the e-Book of metacognitive learning strategies in designing, implementing, and evaluating students’ metacognitive skills in a learning process. The e-Book was designed using ADDIE development model and used during the innovative learning I course for 84 biology students at Universitas Negeri Surabaya. The data were analyzed using descriptive-qualitative approach. The results showed that the e-Book’s validity was in a very good category. It also conveyed level 15 of readability according to the students and was responded very well with a positive response of 96%. Other findings depicted that the students’ metacognitive learning outcomes and students’ self-regulation were in a good category. Hence, the e-Books had the potential to be used in a digital learning mode as well as training students’ metacognitive skills and self-regulation.

This study aimed to identify teachers view about Nature of Science (NOS). One of the most recent framework that focused on educational adaptation of NOS is called Reconceptualised Family Resemblance Approach to Nature of Science (RFN). Based on RFN, NOS is categorized by its aims and values, scientific inquiry, methods, knowledge and social-institutional aspect of science. Teacher plays big role in learning process to teach NOS both in implicitly or explicitly. However, only few of research that have been revealed teacher’s view about NOS using RFN. A qualitative research method was considered in order to identify teacher’s responses based on categories of RFN. This study also used 70 items “RFN-Questionnaire” that was adapted from Kaya et al (2019). Total 15 science teachers and 10 non-science teachers such as social and language teachers was participated in written questionnaire and interview processes. The result show that non-science teachers have different view about NOS in each category compared to science-teacher based on interview. Though a quantitative data analyse, using Mann-Whitney based on score from RFN-Q, suggest that there is no significant differences between non-science teacher and science teacher’s overall score. This study concluded that teachers in both science and non-science majors have different view about NOS because of learning experience and processes they have received.

No abstract

The research aims to produce STAD cooperative model online learning tools with the help of video media to improve student learning outcomes in elementary schools. The development of learning tools used the 4D model and was tested on 40 students. The results showed that online science learning tools were valid with validation results in the very valid category (84.9%) and Student Teaching Materials (96%); practical in terms of implementing RPP (87.26) is categorized as very good and obstacles during learning can be overcome; effective in terms of positive student responses (88.89%), student activity (91.76%) is categorized as very good, and student learning outcomes increase knowledge competence with an average N-gain of 0.75 in the high category. In the Independent T-test, the 2-way significance value of 0.456> 0.05 indicates that there is no difference in the average learning outcomes between groups. then on the t-pair Sig. (2-tailed) 0.000 <0.005 indicates an increase in learning outcomes. The conclusion of this study, that the online STAD IPA cooperative learning model assisted with developed video media is appropriate to be used to improve learning outcomes of elementary school students.