Building science literacy education in the 21st century began to be developed again especially in primary schools. The purpose of the research was to analyze of ethnoscience-carica based of science literacy and character development by using guided inquiry model. The place of research is at two state primary schools in Wonosobo Regency, Central Java. The mixed methods research was used, with embedded experimental model design. The subjects research are 56 students from primary school. Data collection was done by using test, observation, and documentation. The result showed the positive correlation between the mastery of science literacy an ethnoscience-carica based on the healthy food and students’ character is r = 0.58 (medium); and gain factor <g> = 0.70 (high). The conclusion of the research that the implementation of the guided inquiry model is to effective increase students’ mastery of scientific literacy on the healthy food and students’ character development.

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The purpose of this study was to determine the effectiveness of ethno technology integrated project-based learning models to improve the competency of superior physics teacher candidates. With the subject of physics education students at PGRI Semarang University who participated in environmental physics courses as many as 30 people. Students were given the task of observing brick making around the city of Semarang, then made a simple research related to the use of physics in brick making. The superior indicators chosen are mastery of concepts, critical thinking skills, problem solving skills, information technology skills, scientific communication skills, team work skills, objective attitudes, and environmental care attitudes. This research method is quantitative by analyzing data using t-test and N-gain. The average score before assignment after the assignment is increased. The results of the t-test showed a sig value <0.05, for the mastery of concepts, critical thinking skills, problem solving skills, information technology skills, team work skills, objective attitudes, and environmental care attitudes. This means that there is a significant difference between the subject variables before and after the assignment of project tasks. From the results of the N-gain test all variables were obtained in the low and medium improvement categories. Low categories for variable mastery of concepts, scientific communication skills, teamwork skills, and objective attitudes. Obtained a medium category for variable critical thinking skills, problem solving skills, information technology mastery skills and environmental care attitudes. Based on the above results it can be concluded that the integrated project-based learning model of ethno-technology is effective in improving the competency of superior teacher candidates.

Creative problem solving based multirepresentation (CPSBM) learning is one of learning models to solving problems in groups, to training creative thinking skills and critical thinking skills. CPSBM models suitable to use for the complex characteristics and the ever-evolving nutrition and health problems. In order that the CPSBM learning model to be easier to understand, easy to apply, and more meaningful, teaching materials are developed. Teaching materials are arranged according to the four pillars of balanced nutrition. Content validation was carried out by five UNNES Postgraduate lecturers with the Aiken's V test. Construct validity (correlation between components and teaching material variables) and reliability (halved) were tested with pearson correlation. The assessment of the components and variables of teaching materials tested with descriptive percentage. The results of the content validity test showed that all components of teaching materials are valid and feasible to use with Aiken' V values between 0.80-0.90 (above 0.79). Teaching materials are considered valid and reliable, feasible to use and measure the results of the construct validity test with high and very significant correlation value, except for the illustration component with moderate correlation. The reliability of teaching materials obtained high and very significant correlation value. Assessment of all components of teaching materials obtained values above 90% in very good level.

This study aims to create, develop and test the feasibility of Augmented Reality learning media in ICT-based Water Cycle material and scientific approach that is suitable for use in learning for students in grade V. The media is called the Augmented Reality Water Cycle (ARSA). ARSA acts as a supporting tool in the teaching and learning process. ARSAis developed by utilizing technology to integrate between the real world and the virtual world. ARSA was developed in the form of an Android-based mobile phone. The use of this media is designed to provide a unique experience to students, so students feel like doing a real experiment, even though they are actually in the virtual world. The method in this research is Research and Development (R & D) method, with stages of ADDIE (Analysis, Design, Implementation, and, Development). Data collection is done by documentation and distributing questionnaires, using instruments developed by the researcher. Data was analyzed by quantitative descriptive analysis techniques. Media validation (product) involves two learning media experts and one material expert. The results of the feasibility test by instructional media experts showed that the aspects of quality of content, purpose, instructional, and technical quality developed were 75% (very feasible category). The results of the feasibility test by the learning material experts, showed that from the aspect of content quality and purpose, the accuracy of word / sentence usage, the opportunity to facilitate students' critical thinking skills, ICT literacy, empathy attitude, and student communication skills is 80% (very decent category).Based on this, the media ARSA learning in this study is worthy of being used as a means of supporting the process of learning and teaching activities in grade V.