Penelitian ini bertujuan untuk mengetahui tingkat pemahaman makroskopik, mikroskopik dan simbolik mahasiswa dengan tujuan memberikan pemahaman konseptual yang utuh dan menyeluruh kepada mahasiswa, sehingga mahasiswa tidak membuat interpretasi sendiri dalam memberikan gambaran mikroskopik. Penelitian dilaksanakan di kota Langsa bertempat di Laboratorium Lanjut Prodi Pendidikan Kimia FKIP Universitas Samudra. Teknik pengambilan sampel menggunakan purposive sampling yaitu mahasiswa semester II dengan pertimbangan kelas hanya terdiri dari satu unit dan materi titrasi asam basa hanya ada pada semester II. Metode penelitian yang digunakan adalah eksperimen semu dengan pendekatan kuantitatif. Teknik pengumpulan data menggunakan soal tes berbentuk pilihan berganda. Hasil penelitian didapati bahwa profil  kemampuan representasi mahasiswa pada praktikum titrasi asam basa untuk tingkat makroskopik, submikroskopik, dan simbolik  berturut-turut sebesar 92% dengan kategori sangat baik, 82% dengan kategori cukup, dan 86% dengan kategori sangat baik. Dari ketiga indikator representasi kimia, indikator submikroskopis memiliki persentase lebih rendah dibandingkan dengan indikator lainnya, hal ini disebabkan mahasiswa sulit menerangkan fenomena reaksi kimia dari suatu larutan dengan gambar molekul atau ion.

<span lang="EN-US">This study described the implementation of STEM-based science learning and performance assessment to the improvement of students’ thinking skill in Aceh, Indonesia. The purposive sampling technique was employed in this descriptive research. The respondents were 300 students at grade 11th academic year 2019/2020 which representing five public high schools in Aceh, Indonesia. The instruments used to measure the effectiveness of the implementation of STEM-based science learning were the rubric of habits of mind, observation sheets of performance assessments, and questionnaires. The finding presented the implementation of STEM-based science learning was able to habituate and develop students' habits of mind with an average score of 0.71 which included into high category. The average value of the overall STEM-based science learning implementation for the formation of habits of mind is 95.98% which categorized as good. It can be concluded that there is the success of researchers in implementing STEM-based science learning to form students' habits of mind.</span>

Purpose-The aim of this study is to determine the effects of inquiry instruction incorporating with STEM learning on Chemistry Education of Malikussaleh University students' science process skills and science attitudes. Design/Methodology/Approach-The pre-experimental design, which is a mixed method approach is used in the study that included a pretest-posttest one group model and descriptive quantitative. Findings-As a result of data analysis that STEM learning significantly enhances students' science process skills and attitudes toward inquiry instruction. This study examines how participation in a semester long inquiry-based STEM learning project that involves interdisciplinary skills, sociological research on attitudes, and behaviors enhances the scientific and quantitative literacies of STEM students. Research Limitations/Implications-Quantitative research is needed to determine the more common effects of learning outcomes. However, this study only determines a self-assessment on science attitudes. The other one is a limitation on the participants and reviewing aspects of learning with more variables in order to obtain more optimal results. Practical Implications-The results of this study have practical implications in terms of hands-on activities. The learning model can be used to explain the concept of multidisciplinary studies and particularly to students and their parents. It will be a useful model for lecturers, personal tutors, and any other practitioners involved in hands-on activities. Originality/Value-This paper innovative at a conceptual level of education development for students, graduates, and it is very simple descriptive papers. It will be of value to anybody with an interest in education competitiveness issues.

The development of technology and science in the 21st century has been running very rapidly, with these developments students need to be equipped with 21st century skills to be able to compete in the era of globalization, especially in the field of education. The lack of use of learning media causes low motivation and interest in learning for students in understanding acid-base material. This can be proven based on a needs analysis of five chemistry teachers at public high schools in Langsa City. This study aims to determine the feasibility and attractiveness and responses of students about the Student Worksheet Based Guided Inquiry Integrated STEM on acid-base materials. This study uses the R&D model ADDIE. The instruments used in this study were a material and media expert validation questionnaire, a teacher response questionnaire and a student response questionnaire. The results of the student worksheet analysis showed that the validation assessments of material experts, media experts, teacher responses and student responses each reached a percentage of 84.8%, 89.34%, 89.82% and 95.56%, which means that student worksheet Based Guided Inquiry Integrated STEM on acid-base material is very suitable to be used as teaching material and the attractiveness criteria of student worksheet is very interesting

In today's digital environment, using technology in learning is a requirement for staying relevant to the needs of the twenty-first century. The goal of this study is to develop learning tools that combine Project-based learning (PjBL) with STEM-based e-learning to assist students enhance their creative thinking skills and self-regulation. This study is a quantitative descriptive study using a one-shot case study research design and a research sample of 25 high school students in class for the academic year 2020/2021. The N-Gain score is used to collect data using test and non-test instruments before and after treatment to assess if there is an improvement in learning outcomes. All indicators of critical thinking skills and self-regulation increased as a result of the study. On the fluency indicator, the creative thinking skills indicator received the highest score of 0.86, while self-regulation received the biggest rise on the organizing and transforming indicator with a score of 0.83. The average increase in critical thinking skills is 73.66 percent, and the average rise in self-regulation is 79.42 percent, both of which are high