The need for environmental literacy in development agenda has been pressing since the UN proposed the agenda of achieving Sustainable Development Goals (SDGs). One of the vital aspect of in sustainable development is about waste management to reduce earth’s pollution. Environmental Literacy were considered as one of the few perspectives necessary for SDGs to be achieved. Education for Sustainable Development (ESD), formerly known as Environmental Education, through science education is one way to develop the environmental literacy of the society through classroom activities. One approach that fits closely to this need is STEAM approach. STEAM is a combination of five different disciplines namely Science, Technology, Engineering, Art and Mathematics. This approach has a room for developing students’ environmental literacy within its Arts aspect. Teaching Environmental literacy through STEAM would help students not only learning how to be a scientist or engineer, but also building their scientific awareness to environmental issue, which will be the underlying value of their STEM insight. This study seeks to find the current state of the arts of this concept through a bibliometric research. This research was conducted using the Publish or Perish application to create a database of journal articles, which further managed using Zotero application. After managing the database, this study classified and visualized the database using VOSviewer software. The terms “Environmental Literacy”, “STEAM”, and “waste management” were used to search the relevant published journal article related to all three concepts, as indexed in Google Scholar since 1969 to 2020. This study found only a total of 163 result from Google Scholar Index. Further refinement of the results shows that published research are still scarce in the last 51 years and in need of further study to strengthen the concept. Authors also discuss about several suggestions on how STEAM could be considered as a way to develop students Environmental Literacy on waste management.

Penelitian ini bertujuan untuk mengetahui pemanfaatan artikel ilmiah dalam pembelajaran biokimia di perguruan tinggi pada konsep metabolisme energi. Penelitian ini menggunakan desain penelitian One Group Pretest-Posttest. Subjek penelitian adalah 22 mahasiswa Program Studi Pendidikan Kimia FKIP Universitas Lambung Mangkurat. Dua proses pembelajaran yang dilakukan pada penelitian ini mengacu kepada pembelajaran aktif, yaitu mahasiswa belajar secara terarah dan dilakukan secara mandiri (Direct Study/DS), kemudian secara kelompok untuk mendiskusikan hasil pekerjaan mandiri (Discussion Group/DG). Data yang diperoleh dalam penelitian adalah hasil belajar mahasiswa berupa pretest dan posttest dan kuesioner. Data tersebut kemudian dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan perbedaan yang siginifikan antara pretest dan posttest setelah pembelajaran menggunakan artikel ilmiah sebagai sumber pembelajaran biokimia. Peningkatan pretest dan posttest menghasilkan nilai n-gain yang berada pada kategori “sedang”. Rata-rata nilai persepsi dan komitmen mahasiswa dalam pembelajaran dengan menggunakan artikel ilmiah berada pada kategori “sedang”. Hal ini mengindikasikan bahwa pembelajaran biokimia pada topik metabolisme energi dengan menggunakan artikel ilmiah memberikan dampak positif terhadap hasil belajar dan minat mahasiswa.SCIENTIFIC ARTICLES AS BIOCHEMISTRY LEARNING RESOURCESThis study aims to determine the use of scientific articles in biochemical learning in higher education, especially on the energy metabolism concept. This study used a One Group Pretest-Posttest research design. The research subjects were 22 students of the Chemistry Education Study Program FKIP Universitas Lambung Mangkurat. Two learning processes carried out in this study refer to active learning, namely students learn in a focused and independent manner (Direct Study/DS), then in groups to discuss the results of independent work (Discussion Group/DG). The data obtained in the study were student learning outcomes in the form of pre-test and post-test and questionnaires. The data were then analyzed qualitatively and quantitatively. The results show a significant difference between the pre-test and post-test after learning using scientific articles as a source of biochemistry learning. The increase in pre-test and post-test resulted in an n-gain value that was in the "medium" category. The average value of students' perceptions and commitments in learning using scientific articles is in the "medium" category. This indicates that learning biochemistry on the topic of energy metabolism using scientific articles has a positive impact on student learning outcomes and interest.

Hal penting yang ingin ditingkatkan berkenaan pembelajaran yaitu methods dan insight. Metode meliputi pengetahuan profesionalisme guru yang akan terlihat dalam rancangan pembelajaran dan penerapannya. Insight merupakan hal-hal yang tidak nampak dalam rancangan pembelajaran, unpredictable, terjadi spontan dalam pembelajaran, dan guru harus mengambil keputusan (decision). Tujuan penelitian ini adalah peningkatan pengelolaan pembelajaran secara reflektif, dengan cara menganalisis pembelajaran berdasarkan salinan percakapan selama proses pembelajaran. Oleh karena itu dilakukan penelitian 'Penerapan Transcript Based Lesson Analysis (TBLA) Sebagai Upaya Peningkatan Pembelajaran Kimia Di SMA Negeri 7 Banjarmasin'. TBLA merupakan salah satu cara dalam Lesson Analysis yang merupakan bagian dari Lesson Study. Adapun langkah-langkah penelitian ini yaitu: (1) Merencanakan research lesson, (2) Implementasi pembelajaran, meliputi: observasi, refleksi, transkripsi (instant transcript), (3) Analisis pembelajaran melalui full transcript yang diperoleh melalui rekaman audio dan video. Penelitian dilaksanakan di kelas 12 MIPA-2 SMAN 7 Banjarmasin secara bersiklus. Berdasarkan hasil TBLA siklus 1 dan 2 terlihat kecenderungan transkrip percakapan secara klasikal masih didominasi oleh guru. Adapun dampak positif penerapan Lesson study antara lain: membantu guru mengkritisi pembelajarannya berdasarkan hasil reflektif, membantu guru dalam memantau aktivitas peserta didik secara lebih detail, karena bantuan observer dan meningkatkan kolaborasi guru dalam team teaching.

Penelitian ini merupakan penelitian pengembangan modul pembelajaran IPA berbasis STEM-Inkuiri pada materi sistem organ dan organisme. Penelitian ini bertujuan untuk mengetahui validitas dan reliabilitas modul berbasis STEM-Inkuiri untuk meningkatkan literasi sains. Model pengembangan yang digunakan merupakan model pengembangan 4D oleh Thiagarajan hanya sampai pada tahap validasi para ahli (develop). Hasil penelitian yang diperoleh berdasarkan data angket validasi yang dilakukan oleh enam orang ahli yang dianalisis menggunakan formula Aiken’s V serta analisis reliabilitas Alpha Cronbach dengan bantuan SPSS 24. Validitas modul, rencana pelaksanaan pembelajaran dan tes literasi secara berturut-turut sebesar 0,87, 0,88 dan 0,90 dinyatakan valid dengan kriteria “sangat tinggi”. Nilai reliabilitas modul, rencana pelaksanaan pembelajaran dan tes literasi secara berturut-turut berdasarkan Cronbach Alpha sebesar 0,81, 0,88 dan 0,91 yang artinya memiliki reliabilitas “sangat tinggi”. Hal ini menunjukkan bahwa pengembangan modul sistem organ dan organisme berbasis STEM-inquiry telah memenuhi kriteria valid dan reliabel sehingga layak untuk digunakan. This research is research on the development of a STEM-Inquiry-based science module on organ systems and organisms. The purpose of this study was to know the validity and reliability of the STEM-Inquiry based module to improve scientific literacy. This research used the 4D development models by Thiagarajan, only reached the developer's validation stage. The subjects in this study were experts consisting of academics and practitioners. The data was collected through a validation questionnaire by six experts and analyzed using the Aiken's V formula and the reliability analysis of the Alpha Cronbach formulas with the help of SPSS 24. Module validity, lesson plan and literacy test results were 0.87, 0.88 and 0.90 respectively were declared valid with "very high" criteria. Reliability module, lesson plan and literacy test results based on Cronbach Alpha are 0.81, 0.88 and 0.91, respectively, which meant they had "very high" reliability. This shows that the development of the organ system and organism module on STEM-inquiry-based has met the valid and reliable criteria so that it is feasible to use.

The research has been conducted on the application of Self-Regulated Learning (SRL) model with mind map in solving chemical problem on Hydrolysis Salt material in class XI MIPA . This study aims to improve (1) implementation SRL model with mind map in classroom, (2) student activity, (3) learning outcomes of cognition, and (4) metacognition skills. The study used a classroom action research design consisting of two cycles with four learning meetings and two evaluation meetings. The subjects of this study were students of class XI MIPA 6 SMAN 7 Banjarmasin with 36 students. Instrument of research in the form of metacognition skill and cognition test instrument, observation sheet of teacher and student activity, and questionnaire of metacognition skill. Data were analyzed by using descriptive analysis of quantitative and qualitative. The results showed that there was an increase (1) teacher activity from good category to be very good, (2) student activity from active category become very active, (3) mastery of cognition learning result from 44,44% to 88,89%, and (4) metacognition skills of the category began to develop into a well-developed.