Sebagai negara beriklim tropik, Indonesia memiliki keanekaragaman tumbuhan paku (Pteridophyta) yang tinggi. Sekitar 1.300 jenis tumbuhan paku yang terdapat di Indonesia. Tumbuhan paku banyak ditemukan di dataran tinggi salah satunya padakawasan Air terjun Kapas Biru Pronojiwo Lumajang. Di kawasan tersebut dilakukan kegiatan identifikasi tumbuhan paku sebagai dasar upaya konservasi. Hasil penelitian diharapkan bermanfaat bagi masyarakat umum baik para pecinta lingkungan, botanis, siswa ataupun mahasiswa untuk lebih mengetahui keanekaragaman flora yang ada di sekitarnya yang dipublikasikan dalam bentuk media booklet.Penelitian ini bertujuan untuk mengetahui jenis-jenis tumbuhan paku yang ada di kawasan Air Terjun Kapas Biru Kecamatan Pronojiwo Kabupaten Lumajang tahun 2017 dan untuk mengetahui hasil uji kelayakan produk booklet dari hasil penelitian. Penelitian ini adalah penelitian deskriptif eksploratif. Penelitian dilakukan di Kawasan Air Terjun Kapas Biru Pronojiwo Lumajang. Penelitian ini menggunakan metode jelajah (Cruise Method). Hasil penelitian berupa data keanekargaman tumbuhan paku disusun sebagai booklet dengan mengacu pada model pengembangan 4D Thiagarajan. Berdasarkan hasil penelitian terdapat 30 jenis tumbuhan paku. Selain itu, diketahui bahwa jumlah setiap jenis tumbuhan paku berbeda-beda. Jenis paku paling dominan yang ditemukan pada setiap area yaitu Drymoglosum piloselloides (L.) M.G Price. Tumbuhan paku dengan jumlah banyak yaitu Nephrolepis radicans (Burm.f) Kuhn, Christella dentat (Forssk). Brownsey & Jermy, Selaginella intermedia, Equisetum sp. Sedangkantumbuhan paku dengan jumlah paling sedikit yaitu Cyclosorus sp.Produk hasil penelitian berupa Booklet mendapatkan kualifikasi sangat layak dengan keputusan dapat digunakan tanpa revisi.

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kolaboratif berbasis lesson study terhadap kemampuan berpikir kritis siswa. Bentuk penelitian ini adalah quasi experiment (eksperimen semu). Teknik pengumpulan data meggunakan observasi, wawancara, dan dokumentasi. Desain penelitian ini menggunakan post-test only control group design, pada kelas kontrol dan kelas eksperimen, subjek dipilih secara random yang sebelumnya dilakukan uji homogenitas. Hasil penelitian menunjukkan bahwa model pembelajaran kolaboratif berbasis lesson study berpengaruh secara signifikan dengan probabilitas sebesar (p=0,000) terhadap berpikir krtitis siswa dengan rata-rata kemampuan berpikir kritis kelas eksperimen sebesar 72,56 (±10,16) sedangkan kemampuan berpikir kritis kelas kontrol sebesar 60,52 (±11,96). Berdasarkan analisis kriteria, kelas eksperimen memiliki kriteria kemampuan berpikir kritis tinggi sedangkan kelas kontrol memiliki kriteria kemampuan berpikir kritis rendah.   Kata Kunci: pembelajaran kolaboratif, lesson study, berpikir kritis.

Introduction: Food contaminated with pathogenic bacteria is one of the most harmful things that can even threaten human life. Over time, these pathogenic bacteria are increasingly resistant to antibiotics. Continuous use of synthetic preservatives will also have an adverse effect. This study was conducted to evaluate the synergy of bacteriophage and antibiotics in increasing antibiotics inhibition to the bacteria that cause foodborne disease. Methodology: The test was performed by plaque assay and paper disc diffusion on NA medium in the same petri dish. The combination was incubated for 24 hours at 37ºC. An antibiotic inhibition on a non-bacteriophage test showed cefadroxil could only inhibit P21B bacteria. Results: Cefadroxil inhibition in the PAS test showed that these antibiotics could inhibit some other foodborne disease bacteria (Salmonella spp., Staphylococcus aureus, and Escherichia coli). The inhibitory observed from the clear zone located around the disc paper. Conclusion: These results provide useful information to reduce the risk of antibiotic resistance in humans and foods.

Teachers often encountered difficulties or even failure in conducting the classroom due to the students' inability to understand the learning materials. Most students find it's challenging to associate their existing knowledge with the new one because of the learning setting that they generally have. Teachers do not consider it important to set their students for actively engaging in learning, which eventually will impact their learning outcomes. This research aimed at determining the effect of Problem-Based Learning with Concept Mapping Technique on student learning activities. This quasi-experimental study used one experimental class and one control class. The control class used STAD model. The four categories of learning activities which were measured based on active learning principles were engagement activities, cognitive skills, response to cognitive development, and response to general educational outcomes. The result showed that  Problem-based learning with concept mapping technique is proven to have a significant effect on students' activities. There were significance difference between experiment class and control class.

Flipbook is organization of learning materials containing text, sound, animation, and video. This research aimed to produce a learning materials in the form of flipbook, especially on subject of animal’s growth and development for science class grade XII. The flipbook produced should be valid, effective and practical for use in learning process. Flipbook is a 2 dimensional application that is reliable and lightweight. This study used 3 stages from 4 dimensional model which are define, design and develop. The implementation of the developed product was planned by 2 different tests, the first was limited testing and second was field trial. All tests implemented in 44 students of 12 IPA SMA Budi Utomo Sidoarjo. The results showed that 1) an average score of 81.43 gained from 3 different experts which falls into a very valid category, 2) field trial got an average score of 88.46 also falls into very valid category, 3) pre-test, post-test 1 and post-test 2 got normalized gain score at 0.78 which meant that the improvement of learning outcomes after using Flipbook was very high, 4) the effeciency based on the students' response was 97.72% which was interpreted in very good category. It can be concluded that the developed Flipbook was easy and feasible to use in learning. Keywords: Flipbook, validity, effectiveness, practicality result, research and development