This study aims to explore Biology teachers' TPACK self-efficacy on practical work during distance learning. The descriptive method was used with 42 participants who joined as Biology teacher association in Garut city, determined by random sampling. The data were collected through an online self-assessment questionnaire to explore teachers' perceived self-efficacy. Data analysis is done descriptively. The results showed that biology teachers have a good self-efficacy on their TPACK. Biology teachers are confident that they will carry out practical work successfully during this pandemic crisis. Biology teachers tend to show better self-efficacy in content knowledge than knowledge related to technology. However, they generally still show enthusiasm to increase their technological knowledge.  The results indicate sustained integration of technology in learning even after the COVID-19 crisis, for example, when blended learning is in the future. This research may be used to develop a professional program to improve teachers' TPACK.   Abstrak: Penelitian ini bertujuan untuk mengeksplorasi self-efficacy guru Biologi terhadap TPACK pada kegiatan praktikum selama pembelajaran jarak jauh. Metode deskriptif digunakan dalam penelitian ini dengan melibatkan 42 guru yang tergabung sebagai anggota musyawarah guru mata pelajaran Biologi di Kota Garut dan dipilih secara acak. Data dikumpulkan melalui kuesioner penilaian diri untuk mengeksplorasi self-efficacy yang dimiliki guru. Analisis data dilakukan secara deskriptif. Hasil penelitian menunjukkan bahwa guru Biologi memiliki self-efficacy yang baik pada TPACK mereka. Guru Biologi percaya diri bahwa mereka bisa melaksanakan kegiatan praktikum dengan sukses selama pandemi COVID-19. Guru Biologi cenderung menunjukkan self-efficacy yang lebih baik dalam hal pengetahuan konten, jika dibandingkan dengan pengetahuan yang berkaitan dengan teknologi. Tetapi umumnya tetap menunjukkan antusias untuk meningkatkan pengetahuan teknologinya. Hasil penelitian ini mengindikasikan potensi integrasi teknologi yang berkelanjutan dalam praktikum berbasis online terutama ketika blended learning menjadi keharusan setelah melewati masa krisis pandemi COVID-19. Hasil penelitian ini dapat dijadikan dasar untuk mengembangkan program profesionalisme guru dalam meningkatkan kemampuan TPACK.

This research was conducted to develop an Android-based learning media that is innovative and easy to use by teachers who have been certified in distance learning. The research method used is the Research and Development research method, the development stage refers to the Borg and Gall design which only focuses on 9 steps, namely potential and problem analysis, data collection, product design, design validation, design revision, product testing, product revision, testing. user trial and product revision. Respondents in this study were biology teachers from high school and Madrasah Aliyah in Garut Regency who were certified as well as media and material experts. The results of the study show that android-based learning media is feasible to be developed, this is evidenced by the obtained average score of 3.6 in the good category. In conclusion, android-based learning media can be an alternative learning media that is effective, efficient, interesting, and can be used anywhere and anytime and can be used by teachers, especially Biology teachers who have been certified and are not yet so skilled in making learning media for use in learning. long distance.   Keywords: Certified Biology Teacher, Android-Based Learning Media, Distance Learning

This research is an experimental study which aims to see the effect of plant classification practicum activities in improving student’s logical framework and inference skills. The subjects of the study is junior high school students who were randomly selected. The collected data was analyzed using Z and t tests to see the significance of the average student’s score. The criteria for the significance of practicum activities are achieved if the results of the Z and t test calculations differ significantly and the average students score is ≥ 75 students, as well as the number of students who get those score is > 65 students. The results showed that average students’ performance score were 78.2 and 83.1. While question score were 79.5 and 79.2. As well as the results of X and t test calculations show there were a significance in students' grades. Thus the practical activities of plant classification effectively develop the framework of logic and inference skills of students.

There is a need to prepare college students with non-cognitive or 21st Century skills to prepare them for successful college and future careers. As the number of applied STEM in Indonesian education increases, research is needed to understand how STEM learning projects promote student 21st Century skills. This study used a case study and mixed-methods conversion design to convert qualitative data into quantitative data by applying pre-established rubrics. This study provides evidence that STEM learning projects are beneficial to promote students' 21st Century skills, which are: (a) knowledge construction, (b) real-world problem solving, (c) skilled communication, (d) collaboration, and (e) self-regulation. The result shows that students demonstrate the highest grade on collaboration and the lowest on knowledge construction. Although most of the student work introduced multiple 21st Century skills and the overall scores were satisfactory, student knowledge construction still needs improvement.

Penelitian ini bertujuan untuk mengetahui kebutuhan guru terhadap media pembelajaran interaktif untuk pembelajaran jarak jauh. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Adapun subjek penelitian yang terlibat adalah guru-guru Biologi Sekolah Menengah Atas dan Madrasah Aliyah di Kabupaten Garut. Hasil penelitian ini menunjukan bahwa pemahaman awal siswa mengenai materi biologi sangat dibutuhkan, kemudian media pembelajaran interaktif sangat dibutuhkan dalam proses pembelajaran jarak jauh. Kebutuhan isi atau materi dalam media pembelajaran interaktif harus sesuai dengan kompetensi inti dan kompetensi dasar yang ada di sekolah. Tujuan pembelajaran serta materi dapat disampaiakan secara singkat dan jelas. Selain itu perlu adanya proses evaluasi di bagian akhir media interaktif dalam bentuk pilihan ganda. Untuk Aspek komunikasi visual diperlukan warna-warna cerah yang tidak mengacaukan tampilan dan memberikan kenyamanan bagi siswa yang disertai animasi, audio, gambar, jenis huruf yang tepat dan disertai ikon yang khas yang dapat membantu siswa mengingat materi yang disampaikan. Media yang digunakan dalam pembelajaran jarak jauh perlu dibedakan dengan media pembelajaran secara langsung agar siswa mudah memahami materi yang disampikan selain itu guru dapat dengan mudah memantau perkembangan kognitif siswa. Persepsi sebagian besar guru mengenai media pembelajaran interaktif yang tepat digunakan dalam proses pembelajaran jarak jauh adalah dengan menggunakan andoid dan mudah dioperasikan.