This writing aims to provide a solution on how to integrate the concepts of environmental education at the level of secondary school. Chiras (1985) states that the environmental damage that occurs at this time is caused more by human frontier mentality. The frontier mentality based on the basic attitude of man, namely: 1) view the world as a source of unlimited; 2) the view that human being is not apart from nature; and 3) the view that nature as something that needs to be mastered. Education in secondary schools can play an active role to build a society so that it is able to apply the principles of sustainability and environmental ethics. The conclusion that can be drawn from the writings of her above are: 1) School can be used as a means of support in implementing an environmental education by the way directing its resources to improve the attitudes, awareness, knowledge and behavior of rational and responsible for environmental issues; (2) Environmental education can be integrated to all subject matter contained in the secondary schools.

Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers’ limitation in serving all students’ learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL) as a computer-based science learning media by accommodating students’ learning style variations. The research method used is a mixed method at junior high schools in Tangerang Selatan. The final product of the research is a special learning media appropriate to students’ visual, aural, read/write and kinesthetic learning styles. The uniqueness of the media is its form of integrated science materials, accommodating fast and slow learners, and appropriate to their learning styles. ScEd-Adaptive Learning System as a developed computer-based science learning media was declared as good and valid by four media experts and five learning material experts. ScEd-ALS for kinesthetic style has a high effectivity to improve students learning mastery (100%), consecutively aural (63%), read/write (55%), and visual (20%). This media development can be continued with the Android version or iOS to make it more operationally practical. Keywords: adaptive learning system, science learning media, computer-based instruction, learning style.

Ubiquitous learning has recently gained increasing popularity in the education sector, which significantly increased the efficiency of individual and collaborative learning. The aim of this study is to develop an Android version of science education-adaptive learning system (ScEd-ALS) as a science learning medium to accommodate various learning styles. The method used in this research is a mixedmethod consisting of a qualitative method, which is a developmental method that provides illustrations concerning the process of creating the developed media, and a quantitative method, which utilizes quasi-experiments to determine the effectiveness of the developed media application. The study comprised 114 eighthgrade junior high school students and three integrated science teachers in South Tangerang. The final product of the study is an Android-based science learning medium that conforms to the visual, aural, reading/writing, and kinesthetic student learning styles. Hence, this Android-based ScEd-ALS was found to be feasible and useful, as assessed by five experts (two media experts and three science education material experts). Nonetheless, there were significant differences in the learning outcomes between the experimental class using the Android version of ScEd-ALS compared to the control class. The effectiveness of using ScEd-ALS in this study was measured based on the percentage of students' mastery level. ScEd-ALS Android based on visual and kinesthetic learning styles are the most effective media compared to aural and read/write.

The use of technology in education can be carried out through various telematics networks. The use of hypermedia or web (e-learning) and computing on mobile allows the subject matter to be distributed to students quickly, not limited by space and time. Independent learning is possible to occur. This paper aims to inform the framework of curriculum development at the Science Education Adaptive Learning System (ScEd-ALS) version of the smartphone that supports Ubiquitous learning. The research method used is development research. The research instruments included: observation sheets, checklist sheets, and VARK questionnaire. The results of the study: The ScEd-ALS curriculum development framework that accommodates the VARK Flemming learning style preferences of students. This curriculum framework is the foundation for the development of the smartphone version of the ScEd-ALS media prototype. This research was validated by material experts and media experts and was declared worthy of being tested. The curriculum development framework in this media has provided the right teaching materials, and it is easier to create a new environment that adapts to the learning style preferences of students.

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