Biology learning in the 21st century requires Higher Order Thinking Skills (HOTS) especially on the topics of Plant Growth, Development, and Environment. The purpose of this study was to improve students HOTS in learning Biology using the Supplement Book of Plant Growth and Development (SB-Plant). The research method used in this study was an experiment with a sample of 56 students. The instruments used were 8 items about HOTS, which have been declared valid and reliable. The results showed that the average HOTS score of students increased significantly by using SB-Plant. The highest gain score in the third indicator (create) with an increase in gain score of 0.46 (moderate). Meanwhile the smallest increase occurred in the first indicator (analyze) with a score of 0.20 (low). The conclusion was that SB-Plant is effectively used to increase HOTS in Biology learning.

This research was motivated by the low motivation of teaching teachers in SD Negeri 010 Pagaran Tapah Darussalam. Thisstudy aims to improve teacher teaching motivation through the use of teaching aids with direct learning. The subjects of thisstudy were all teachers of the SD Negeri 010 Pagaran Tapah Darussalam totaling 10 people, the academic year 2018-2019.The form of research is school action research. The instrument of this study consisted of performance instruments and datacollection instruments in the form of observation sheets for school principal activities and teacher motivation. Based on theresults of the study it is known that the activity aspect of the principal as a facilitator gets achievement with a score of 25 orwith a percentage of 63 of all aspects of the assessment or 63% of all activities achieved. Then in the second cycle the scoreobtained was 38 or with an achievement percentage of 95% of all aspects achieved. The aspect of teacher activity as aparticipator in this study is that in the first cycle the scores obtained from the direction of the headmaster get a score of 44 oran achievement percentage of 55%. Then in cycle II the participation rate was 78% higher than the first cycle and with animplementation score of 62. Aspects of teacher teaching motivation during the implementation of the direction from cycle I tocycle II, the motivation of teachers to use props tended to increase. Where if in the first cycle obtained an achievementpercentage of 68% with a good category, then the second cycle obtained a percentage of 89% or with a very good category.

Anatomi tubuh tulang manusia yaitu salah satu sistem alat gerak tubuh manusia dengan menggunakan media pembelajaran dalam bentuk aplikasi, anatomi tubuh pada manusia mempunyai beberapa kategori diantaranya ada tulang kepala, badan, kaki, dan tangan, struktur tulang merupakan sebuah anatomi tubuh manusia yang berperan penting sebagai pergerakan dan tempat membentuknya tubuh serta berfungsi untuk kesehatan bagi sistem tubuh lain, Tulang manusia terdapat pada rangkaian struktur tulang belakang yang dapat tegak berdiri pada tubuh tersebut, Dalam pembangunan media pembelajaran terdapat materi pembelajaran teori, animasi, teks, audio, video yang interaktif dalam aplikasi. Disamping itu sedikit orang yang mengetahui tentang pentingnya mempelajari anatomi tubuh manusia sebagai edukasi.Penelitian ini bertujuan untuk mengembangkan aplikasi pembelajaran anatomi tubuh pada manusia menggunakan sistem multimedia yang diharapkan dapat membantu mengenalkan kepada masyarakat umum khususnya pada anak-anak. Sesuai acuan tinjauan pustaka mengindentifikasi permasalahan dalam media pembelajaran anatomi tubuh manusia dengan batasan struktur tulang, penelitian kali ini menerapkan metodelogi penelitian Multimedia Development LifeeCycle dengan beberapa tahapan-tahapan terdiri dari konsep, perancangan, pengumpulan material, desain, uji aplikasi, denganAlpha dengan Black Box testing dan, pendistribusian untuk kepuasan pengguna. Tujuan penelitian berupa laporan, jurnal, dan aplikasi anatomi tubuh manusia android yang cocok untuk masyarakat umum, dilengkapi dengan fitur evaluasi dan penyampaian materi berupa video.

The main goal of science/chemistry education is achieving scientific literacy for all students. For this purpose, there are some competencies and skills need to be developed in a supporting learning environment. This study aimed to examine students' perceptions on learning environment in the POGIL -SSI instruction in the chemistry solution topic. A quasi experiment with posttest only was designed. The subject consisted of 85 high school students who divided into Experiment group 1 (N = 28), Experiment group 2 (N = 29), and Contol group (N = 28) and were teached using POGIL-SSI, POGIL, and conventional instructions, respectively. Data of students' perceptions was collected using WIHIC instrument (Cronbach Apha = 0.943) and analized using One-Way ANOVA and Post-Hoc LSD test. The result shows that there is a significant difference on students' perceptions among the three groups. However, Experiment group 1 is not significantly different from Experiment gorup 2.

This research aims to develop VCD media on character-based innovative learning models. The type of this research is the study of R & D with Four-D). The analysis of the data used to develop the models of learning and development within the VCD pieces is using the sheet media expert assessment and experts’ and students’ responses. Based on the evaluation through questionnaires by material experts showed 87.0% for character-based PBL Learning plan and got 85.9% for Cooperative Learning Model type TS-TS, both including its category Neither instrument of Lesson Plan. Results of the validation study model VCD by a media expert with the details of the quantitative results are obtained to have an average percentage of 84.70% for VCD character-based PBL learning model and 88.2% for the type of cooperative learning model TS-TS. From these results, it can be concluded that the media VCD learning model being developed has fulfilled the good criterion. Meanwhile, based on student questionnaires obtained quantitative data has a percentage of 80.60% for VCD on character-based PBL learning model and 84.7% for the type of cooperative learning model TS-TS. Therefore, it can be concluded that the developed media is already categorized to be good.