This research-based paper specifically aims to develop, describe and analyze and implement student assessment design products at the secondary school level which are integrated with digital education technology for learning biology with assessment for learning (AFL) format. In this study, the developed AFL design product was resulted in a valid and steady conclusion and became an alternative solution that could be implemented in the post-covid-19 pandemic for high school biology learning. This development research employs the ADDIE model which consists of analysis, design, development, implementation and evaluation stages. The chosen subjects of assessing the AFL design and instruments are lecturers of educational evaluation subject and three expert lecturers consist of one evaluation expert, one media expert, and one biological content expert. Such formulated review and input from expert lecturers serve as a validation of the AFL design instruments and products. In this research-based paper, the researchers describe how the process of making and assessing the feasibility of AFL for high schools biology learning and its implementation when submitted to the Subject Teacher Forum (STF) of Natural Sciences Subject in Subrayon 5 Gunung Halu, Cililin District, West Bandung Regency. Based on the findings of research and development of AFL biology learning in high schools in forms of assessments among the media experts, material experts, teacher evaluation and experts responses, as well as the results of implementation observations in the field, it can be concluded that AFL Biology learning with Educandy application is declared “feasible and effective” to be utilized in the learning process for high schools. The implication of such formulated research is to provide an alternative integrative learning approach for biology learning through the use of AFL Educandy for post-covid-19 pandemic learning.Keywords: assessment for learning, educandy, high schools biology learning

This study was intended to analyze the effect of the ethnosciencebased Problem Based Learning (PBL) model on scientific thinking skills in reproductive system material. This research is a quasiexperimental design in the form of a pretest-posttest non-equivalent control group design. This research was conducted at class XI MIPA students for the 2022/2023 academic year in Sumedang. The research instruments used were pretest-posttest sheets and questionnaires. The data collection technique used in this study included a test of 15 essay questions and a questionnaire. The data analysis technique used is the normality test, independent sample t-test, and N-Gain test. The results showed that the students' scientific skills increased significantly after applying the ethnoscience-based learning model on the material of reproductive system. The independent sample t-test obtained p-value = 0.000 <0.05, which was significantly different between the posttest and pretest scores. N-Gain also obtained an average of 0.75 which indicates an increase in students' scientific skills in high category. The results of students' responses to learning with the ethnoscience-based PBL model on students' scientific thinking skills were included in very good category with an overall percentage of 82.5%. This study concluded that students' scientific thinking experienced an increase after learning through the ethnoscience-based PBL model on the reproductive system material.

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Individual ability to understand what is taught is the first step to improve students' cognitive learning outcomes. However, often students are not able to understand existing concepts, misinterpret concepts, or concepts received are not in accordance with the concepts of experts. This research is a descriptive research with a survey method. This study aims to determine the percentage of students who master the concept, do not know the concept, experience misconceptions (misconceptions) and lucky guesses (lucky guesses) and analyze the level of student understanding of the material on organ systems. The sub-matter included is the reproductive system, digestive system, respiratory system, and excretory system. The benefits of this research can also be recommended in compiling appropriate learning materials so that misunderstandings can be minimized. The population in this study were 25 basic biology education students. The instrument used is a multiple choice question consisting of 50 questions on organ system material equipped with a Certainty of Response Index (CRI) value on a scale of 0-5. The instruments used were interview sheets and true-false choice tests along with the reasons accompanied by. Based on the research data obtained, it can be described that the average respondent has a misconception of 48% as indicated by the number of respondents who answered incorrectly with high CRI criteria. Almost every sub-chapter of material on organ systems has misconceptions. Misconceptions about the hormonal system accounted for the largest percentage of the total percentage of misconceptions. This is indicated by the average misconception in the material of 14 out of the total. Based on these findings it can be used as an evaluation to create learning tools that will be implemented through learning in general biology courses. Key Words: CRI, Misconception, Teaching material