STEM (Science, Technology, Engineering, and Mathematic) education including science learning, is needed to face 21st century development, especially for training thinking skill. STEM is believed to increase students' thinking skill, interest, and STEM literacy. This study aims to know the extent of thinking skill trained through science learning in Junior High School, and to know challenges and potencies of developing STEM-based science learning. The study was conducted in SMP N 1 Masaran through various data collection methods. Data were collected by in-depth interviews to 7 science teachers, observation, documentation, and literature study about plan and process of science lesson, also STEM education as an approach. And then, data were analyzed reflectively toward various documents and literatures. Assessments which categorized "higher order thinking skill" were below 5% of all assessments provided to students. There is potencies that able to develop to train students' thinking skill through STEM-based science learning which appropriate with national curriculum in Indonesia. Teachers can innovate in developing strategies and lesson plans to incorporate content Technology, Engineering, and Mathematic in science lesson for train students' thinking skill.

This study tried to describe the energy in daily life learning to train students' critical thinking skills. Improving critical thinking through learning in school is an effort in enlightening the quality of national education and Indonesian students' readiness to face the globalisation era which is full of challenge and sense of climate’ life that are very competitive. It was important to investigate the learning of energy in living systems in order to train the critical thinking skills because nowadays energy becomes a global issue which relates to the future life. This study utilised a qualitative method. The data were collected by the teacher’s documentation and depth interview. The data were then analysed, described, and interpreted comprehensively. Data analysis result gotten the teacher did not instruct and concentrate yet to the critical thinking. The root problem was the teacher did not show that learning guideline and comprehension that can lead to student critical thinking.

<p><em>The disruption era is defined as the time when so many innovations are emerging, unrecognized by established organizations that they interfere with the activities of the old system's order or even destroy the old system. The world of education must also be ready in the face of this disruption era, especially in the era of increasingly advanced technology. One of the efforts in the development of learning-based disrupted era, especially in primary school is the use of interactive multimedia. With the steps and processes of using the right interactive multimedia, using interactive multimedia as a message media will stimulate the thoughts, feelings, concerns and desires of students so as to encourage more interactive and communicative learning process and can improve the learning experience of students become more concrete. The research method used is qualitative with case study design where researchers collect and analyze data about the use of interactive multimedia in primary school. The results revealed that interactive multimedia is considered important in the effort of IT utilization in learning in disruption era but there are still many teachers who have not realized and apply it.</em></p>