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.

There are many studies on biology learning for primary school prospective teachers have been conducted in order to improve learning quality. This research aimed to produce a learning design in form of integrated instructional kit of CIRC and guided inquiry (CirGI). The research method used was research and development adapted from 4D development model of Thiagarajan consisted of define, design, develop, and disseminate stages. The research was limited up to the develop stage. The research result indicated that the product of CirGi instructional kit development in form of the syllabus, lesson plan, student worksheets, and evaluation instruments in form of scientific literacy and mastery of biology concept for primary school in Primary School Teacher Education in Pakuan University. The research result is expected to give a contribution to learning and to be further developed to achieve Biology learning objectives that could empower scientific literacy and the mastery of biology concept.

The implementation of CIRC learning is expected to increase the academic achievement in biology of pre-service elementary school teachers. Cooperative learning is based on positive interdependenc y, fac e to fac e interac tion, individual responsibility, communication between members in group and process evaluation in group. The research aimed to study the influence of CIRC on academic ac hievement in biology in Course of Basic Concept of Biology for Elementary S chool. The researc h was conducted for one semester to all students of Primary S chool Teac her Education Program in Faculty of Teac her Training and Education, Pakuan University, Indonesia consisted of 59 students. The research was quasi experiment with randomize factor. Research variables consisted of learning model and academic achievement in biology. Indicators used in ac ademic ac hievement in biology referred to the c ognitive domain of Bloom's Taxonomy level. Data used was the result of pretest and posttest of ac ademic ac hievement in biology. Ancova and de scriptive data statistic were used as data analysis. Ancova test resulted in significance level of 0.000 less than alpha of 0.05. It c an be concluded that CIRC gave better influence on academic achievement in biology compare to conventional learning. It was suggested that lecturer and teac her could implement CIRC to inc rease biology achievement. Active learning with CIRC is able to make students reconstruct biologic al material, thus the knowledge could be in long term memory.

In 21 st century critical thinking is needed on deciding what to believe or do. It can be learnt and developed in learning process which giving the students opportunity to be active in exploring the answer of the question and learning context sustainably. The research method is quasi experiment with factorial design by level 2x2. Both experiment and control class applied Guided Discovery Learning adjust with 2013 curriculum. The difference experiment classes conducted it based on internet, control class based on textbook. The research subjects were the students of class VII South Tambun Six State Junior High School, experiment and control classes each consisted of 118 students. The students were grouped into positive and negative self-concept based on scores obtained by using instrument of PHCSCS version. The research was carried out for 4 months, in life organizational system material. Student's critical thinking was measured by essay, were conducted into three times posttest. The research's results by two way ANOVA for learning process was obtained α=0.000, self-concept α=0.025, and for interaction of learning process and self-concept α=0.545. The research's conclusion there was influenced learning process and self-concept for enhancing student's critical thinking but no interaction of influence.

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.