Research about scientific literacy and metacognitive in the learning process is one of the main aspects of education with a vision to strengthening 21 st century skills. This study aimed to produce a learning design as a product of a scientific approach-based cooperative integrated reading and composition (CIRSA) media with a vision of empowering science literacy and metacognitive. The research method employed was a 4D research and development model (define, design, develop, disseminate). However, the research was limited up to the develop stage. The research result indicates that the product of CIRSA learning development in form of syllabus, lesson plan, learner worksheet, and evaluation instruments were within the category of very valid and feasible to be used as a learning media for Biology as a subject at the junior high school level. The research result is expected to contribute in the empowerment of scientific literacy and metacognitive.

Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.

Critical thinking skills are referred to as one of the 21st-century skills. These skills should be empowered through Biology learning. This study aims to analyze the improvement of biology-critical thinking skills in students who are taught through the CIRC learning model based on the scientific approach (Cirsa). Critical thinking skills are measured by tests developed by researchers and validated by theoretical biologists. The instrument includes indicators of critical thinking skills such as formulating problems, giving arguments, making deductions, conducting inductions, conducting evaluations, and deciding and implementing. This study used a quasi-experimental method with a pretest-posttest non-equivalent control group design. This study involved 160 students (M = 95, F = 65) of 8th grade of a Madrasah Tsanawiyah School in Bogor. The findings of this study show that students who are taught by Cirsa have higher Biology-critical thinking skills than those by conventional learning. In conclusion, Cirsa learning was recommended to develop or enhance students' critical thinking skills related to biological concepts.

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Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.