Environmental education subject aims to form students who have the character to maintain the environment. One effort to achieve the objectives of the Environmental education subject is the local Environmental Education Textbook Based on Local Potencies. This research was aimed to produce textbook of environment-based education subject Environmental education based on local potencies. This research and development using Borg & Gall model (1983). This study uses only five stages of the Borg & Gall model, namely (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) main product revision, due to time constraints and cost. The results of the research and development that has been done is a textbook of environmental education based on local potencies that is suitable for use in semester 5 collage level.

Science Process Skills (SPS) are the essential abilities which need to be mastered in learning biology to strengthen students’ learning outcomes. The aim of this study was to analyze the relationship between SPS and biology Cognitive Learning Outcome (CLO) of senior high school students. The sample was 100 tenth graders in Malang. The correlational study used two test types as the instrument (i.e. essay and multiple choice). The essay instrument consisted of 10 items which were developed from SPS aspects (basic and integrated skills). Meanwhile, the biology CLO was measured using multiple choice test which consisted of 30 items. The collected data were analyzed using simple linear regression analysis. The results showed that the highest students’ SPS aspect was observing (78.84%), while the lowest was predicting aspect (27.30%). In addition, the highest achievement of students’ biology CLO was C1 (94.23%), while the lowest was C6 (33.46%). The regression analysis showed that there was a significant correlation between students’ SPS and biology CLO, where the equation was Y = 27.988 + 0.311X.  Therefore, it is crucial to consider SPS to be integrated into a learning activity by using various learning models that empowering these skills to improve students’ biology CLO.

It was previously found that students have low in learning collaboration, which is the learning process has not facilitated them to develop their skills. Therefore, this study aims to investigate the effects of project-based learning (PjBL), Predict-Observe-Explain (POE), and Predict-Observe-Explain based Project (POEP) on student collaboration skills in Biology education. The pretest-posttest non-equivalent control design was used and it involved 144 tenth grade students from Tarakan, Indonesia. This research was conducted from August to December 2020, while observation sheets was used to assess the student collaborations skills. The instrument used is the student collaboration skill observation sheet refers to Greenstein, 2012. The collaboration skills observation sheet has a score of 1-4 from each aspect. The aspects used are working productively, showing respect, compromise, and responsibility. Data collection in this study was carried out using WhatsApp, and Google Classroom as learning platform. The results of the analysis of covariance (ANCOVA) showed that PjBL, POE, and POEP affected their collaboration skills (p < 0.005). The LSD test result showed that PjBL, POEP, POE, and conventional learning models were significantly different in improving the skills. The POEP class had the highest posttest score, hence it can be used to improve student collaboration skills. This research contributes to providing a learning experience that empowers students' online collaboration skills.

<p class="abstract"><span>This research aimed to investigate the effect of project-based learning (PjBL), predict-observe-explain (POE), and predict-observe-explain based project (POEP) on metacognitive awareness and cognitive learning outcomes in biology learning. The research used a pretest-posttest non-equivalent control group design. The experiment was conducted from August to December 2020. The metacognitive awareness questionnaire was applied to measure students’ metacognitive awareness. Besides, an essay test was used to assess cognitive learning outcomes. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) results analysis showed that PjBL, POE, and POEP affected students’ metacognitive awareness and cognitive learning outcomes in biology learning with a value of p&lt;0.005. The least significant different (LSD) result was significantly different in improving students’ metacognitive awareness and cognitive learning outcomes. The POEP class gained the highest posttest score. Therefore, POEP could be applicable to improve students’ metacognitive awareness and cognitive learning outcomes in Biology learning.</span></p>

Collaboration skills are skills that students must possess to face the challenges of the 21st century. Collaboration skills do not only play a role in learning but are indispensable for solving life problems. The purpose of this study was to identify the collaboration skills of high school students in science learning. This non-experimental survey research involved 226 high school students. Data collection was carried out by observation with observation guidelines. The aspects of collaboration skills that we observe are work productively, demonstrate respect, compromise, and shared responsibility. The results showed that the highest level of productive collaboration skills in working at level 2 basic category was 55.71%. shown the highest award at level 2 basic category of 54.29%. The highest compromise was at level 1 for the novice category at 55.91%. the highest share responsibility at level 1 for the novice category of 51.43%. In general, collaboration skills in student learning need to be improved. Based on the results of this study, a learning model is needed that can empower students' collaboration skills.