The purpose of this study was to determine the positive effect of virtual laboratory integration in Problem Solving learning models on students' critical thinking skills in the electrolyte and non-electrolyte solution materials. This research was conducted in December 2018 - May 2019. The quantitative research method used was a quasi-experiment with Posttest Only Control Group Design. This research consisted of experimental class and control class, with 36 students in each class. The experimental class applies virtual laboratory integration learning in the Problem Solving learning model, while the control class applies 5M learning. The results showed that the average posttest value of the experimental class was 72.8 and the control class was 63.7. The results of the testing of the hypothesis were obtained by the value of t count (4.942)> t table (1,667) with a value with a significant level of 0.05, indicating that the positive influence of virtual laboratory integration in the Problem Solving learning model on students' critical thinking abilities in electrolyte solution material and nonelectrolytes. KeywordsVirtual Laboratory, Problem Solving, Critical Thinking Ability, Electrolyte and nonelectrolyte

This study aimed to analyze students’ thinking skills through integrating dilemmas stories with a Science, Technology, Engineering, and Mathematics (STEM) project in polymers topic. The participants were 47 Grade 12 students from a public senior high school in West Java Province. The research employed a qualitative method to obtain data through classroom observations, reflective journals, interviews, and a concept test. Students’ thinking skills were assessed using Hess’ Cognitive Rigor Matrix, which combines Bloom's taxonomic and Webb's depth of knowledge. The results show that most students reach level C2 of Bloom's taxonomy and level 1 of Webb’s depth of knowledge, meaning that most students understand and recall the information. The results indicate that integrating dilemmas stories with STEM-PjBL enables students to explain using simple sentences and prior knowledge. In addition, this approach provides an opportunity for students to develop their critical thinking, creativity, and argumentation skills through problem-solving and project making.

Teacher performance is one of the factors in developing the potential of participants as a form of improving the quality of education. The quality of education and the development of students in Indonesia cannot be separated from Indonesia's positioning with other countries in the world as a mirroring indicator of the quality of education. This study aimed to determine the effect of Servant leadership, compensation, and professional development as variables on teacher performance. This study uses a qualitative approach with the method used is a survey method with the AMOS type SEM technique. The research was conducted at a Public Elementary School in Region II West Jakarta, DKI Jakarta Province, Indonesia. The population in this study used Random SampliRandomobtain, a population of 745 PNS teachers who were certified educators. As for data collection techniques using questionnaires and questionnaires. The data results show an influence of Servant leadership, compensation, and professional development as variables on teacher performance.

There is a critical need for madrasas to make changes. These changes lead to structural changes in organizational management, including HR management. This research aims to analyze the effect of Authentic Leadership and HR practice for competitive advantage in madrasas. A descriptive survey study of 204 madrasas with the observation unit involving teachers was applied in this study and the data obtained were analyzed using Structural Equation Modeling (SEM) procedure. The research results show that the essential structural changes to cope with the challenges and demands of competition in inclusive institutions such as madrasas require a leader who understands and can represent the values of madrasas. Structural changes in HR management expand opportunities to gain a solid competitive advantage. The institutionalization of various HR roles requires a foundation of values directed by madrasas leaders. The leaders ensure the identity of madrasas’ values and orientations while considering the demands of competition. The conclusion is that the institutionalization of HR practice management in madrasah’s efforts to compete requires leadership support that represents and understands madrasas with an inclusive nature.   Received: 20 March 2022 / Accepted: 21 June 2022 / Published: 5 July 2022

Penelitian ini terfokus pada analisis Pedagogical Content Knowledge (PCK) calon guru kimia menggunakan CoRe (Content Representation) Framework dan strategi metakognitif  pada mata kuliah Telaah Kurikulum Kimia.  PCK merupakan representasi gabungan antara isi materi pelajaran dan pedagogik yang dimilik oleh guru sehingga siswa tertarik dan mudah untuk memahami suatu materi (Shulman, 1987). Oleh karena itu, CoRe framework dan strategi metakognitif pada penelitian ini digunakan untuk mengembangkan penguasaan konsep kimia dan cara menyampaikan konsep tersebut. Penelitian ini menggunakan pendekatan kualitatif, dengan studi interpretif kualitatif hingga menghasilkan profil PCK calon-calon guru kimia terkait dengan penguasaan konsep-konsep kimia. Data diperoleh dari rubrik PCK, MAIT (Metacogitive Awareness Inventory for Teachers), wawancara, observasi, nilai tes konsep, dan kertas refleksi. Hasil penelitian ini menunjukkan bahwa tingkat PCK calon-calon guru kimia tergolong tinggi. Terlihat bahwa Content Knowledge (CK) yang mereka miliki sedikit lebih tinggi daripada Pedagogical Knowledge (PK). Hasil MAIT (Metacogitive Awareness Inventory for Teachers) juga menunjukkan bahwa calon-calon guru tersebut memiliki kesadaran metakognitif yang sangat tinggi sehingga mereka mengetahui kelemahan dan kekuatannya sendiri dalam mengajar.   Kata kunci: Pedagogical Content Knowledge, Content Representation, Strategi Metakognitif, Telaah Kurikulum Kimia