Information literacy is a fundamental aspect to ease students in encompassing the knowledge-making process as well as empowering their capacity in using and creating various information and knowledge products. The purpose of this study was to determine the effect of integrating information literacy rubric with Project-Based Learning on students’ learning outcomes in Structure of Plant Development course. This quasi-experimental research used a non-randomized pretest-posttest control group design. The population in this study was the all biology department undergraduate students at the Universitas Negeri Malang in 2018/2019 academic year. The sample consisted of 120 students which were divided into two groups (control and experiment). The data gained was analyzed using one-way ANCOVA. The results showed that Project-Based Learning which was integrated with information literacy rubric had a significant impact on biology students’ learning outcomes. Based on the findings, it is suggested that educators should provide a proper strategy as an effort to support their students’ learning outcomes.

Islamic education is a compulsory subject in every educational institution. Students are expected do not only know theory of religion but they also understand, feel, and implement theory of religion. Therefore, evaluation instrument of affective domain for Islamic education subject need to be developed and taken care since there has not been any evaluation instrument yet which is particularly developed for Islamic education subject. So this research aim at developing evaluation instrument of affective domain for Islamic education subject that fulfill validity and reliability requirement. Population of research object is evaluation instrument of affective domain assessment and population of research subjects are Junior High School students in Samarinda. Sample of this research is taken by using stratified proportional random sampling technique. Referring to the instrument construction, the use of revised GBPP of Islamic education subject for Junior High School is considered as the correct option. Data collection was done by using questionnaire technique. Data was analyzed by using Iteman analysis technique to find out degree of validity and reliability. Data analysis result reveals Likert method questionnaire, from the test of construct validity shows cumulative variant value 90.4% or it can show 94% of theory construct which has been stated. Reliability coefficient obtained is 0.914 with 0.124 SEM value which indicate very good quality of affective domain instrument. The use of sentences in constructing Likert method instrument assisted respondents to respond the instrument well. In Likert method, constructing questionnaire takes long sentences so that the respondents feel tired to read those statements. Likert method require sequence of words to formulate a good and objective statement. The implementation is that in Islamic education subject require efforts to take the decision.

The present study aims to determine the effect of the scaffolding of information literacy on the botanical literacy of prospective biology teachers. The current study employed an experimental method with a non-equivalent group design. The respondents comprised 120 students in the Biology Education Program of Malang State University (the academic year 2017/2018), divided into the control and experimental groups. Data collection was based on scaffolding information literacy among prospective biology teachers and subsequent botanical literacy tests in multiple-choice format. The botanical literacy test provides nine indicator references. Reliability testing was done using Cronbach's alpha. Data were analyzed through pre-test covariate analysis (p < 0.05) for the control and experimental groups. The present study indicates that the scaffolding of information literacy has a significant effect on botanical literacy among prospective biology teachers. The findings of the current study suggest that innovation in botany learning, in this case, the scaffolding information literacy, can improve the botanical literacy of biology education students. It is necessary to undertake learning innovation with biology education students in a professional manner to enable them to transfer knowledge using scaffolding information literacy to their prospective students. In conclusion, the scaffolding of information literacy has a significant effect on botanical literacy among prospective biology teachers.