Tujuan utama penelitian ini untuk mengetahui peningkatan kemampuan literasi sains siswa yang belajarkan model PBL dan dibelajarkan metode ekspositori. Penelitian eksperimen semu (quasi experiment) dan desaian  post-test only control group design. Data literasi sains diperoleh melalui tes. Kemudian dianalisis dengan menggunakan teknik statistik deskriptif dan uji-t. Hasil  thitung sebesar 4,30dan ttabel = 2,00 (dengan tingkat signifikasi 5%).  Berarti thitung>ttabel, maka simpulkan bahwa adanya perbedaan yang signifikan literasi sains siswa yang dibelajarkan dengan model PBL dan metode ekspositori. Dari rerata skor literasi sains, berada pada kategori sangat tinggi dengan Mean 23,51 sedangkan kelompok kontrol berada pada kateogri sedang dengan hasil Mean 15,75. Jadi, kesimpulannya bahwa model  PBL meningkatkan literasi sains siswa kelas V SD Muhammadiyah 2 Kota Kupang.

This research aimed at analyzing the influence of 'Process Oriented Guided Inquiry Learning' model assisted by realia media, in which it was to improve the scientific literacy and critical thinking skill of primary school students, especially for the material of energy. This quasi-experiment research used single factor independent groups design. The research sample of this research were fourth grade students of SD Inpres Oeba 2 Kupang City, East Nusa Tenggara Province, of which students were in the academic year of 2019/2020. The technique of sample collection was carried out purposive sampling for 2 classes. The IVA class was used as the experimental class (POGIL model assisted by the realia media), in which it consisted of 30 students and the IVB class was used as the control class (expository learning) that consisted of 28 students. The learning was carried out in four meetings. The data of scientific literacy and the results test of critical thinking were collected by means of objective test on the energy material. Multivariate Analysis of Variance (MANOVA) was used to analyze the data using significance level of 0.05. The results indicate that (1) There is a significant difference between the students' scientific literacy who gain the POGIL learning assisted by the realia media and the students' scientific literacy who get the expository learning; and (2) There is a significant difference between the critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. It can be concluded that there is a significant difference between the scientific literacy and the students' critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Since there is a significant difference, it means that the POGIL learning assisted by realia media has an influence on the students' scientific literacy and critical thinking.

Less optimal learning of science results in low learning outcomes of science. In overcoming this, it is necessary to apply variative learning in accordance with the demands of the current century, namely 21st century learning. The study aims to determine the effect of the implementation of 21st century learning on science learning outcomes in learners by controlling learning motivation. This research is experimental study. The study population was students of class V of SD Muhammadiyah 2 Kupang totaling 92 people and the sample used was 62 people, with a random sampling technique. Data were analyzed using one-way ANAVA test, ANAKOVA test, and product moment test. The instrument used in the form of science learning outcomes tests and questionnaires. The results showed that: 1) there was an effect of the implementation of 21st century learning on science learning outcomes with = 34.984> (0.05; 1:60) = 4.00. 2) There is an effect of the implementation of 21st century learning on science learning outcomes, after learning motivation is controlled by FA * = 36.106> (0.05; 1:59) = 4.00. 3) There is a significant contribution of learning motivation to the learning outcomes of science, by 66%. The implications of this study include: 1) educators play a more active and creative role in shaping 21st century learning in students by not only mastering science as a product, but especially as a process. 2) The implementation of 21st century learning requires patience, determination, creativity, innovation in designing learning so that students actually participate in learning so that the required skills are formed in accordance with the 21st century. 3) Adequate learning facilities to support learning so as to improve learning outcomes in a manner optimal.

BACKGROUND: The increased risk of malnutrition is affected by food insecurity. Studies in adolescents still show mixed results.  AIM: This article aimed to evaluate the association between food insecurity and anthropometry measurements in studies involving adolescents.  MATERIALS AND METHODS: The databases used to obtain the literature were PubMed, ScienceDirect, MEDLINE, and PubMed Central. The keywords used were food security, food insecurity, hunger, malnutrition, obesity, adolescence, adolescents, teenagers, teens, and youth in studies published from 2010 to 2019. A total of 12 articles were used in this review.  RESULTS: The association between food insecurity and the incidence of malnutrition in adolescents in various regions is still diverse. Food insecurity had a negative correlation with BMI-for-age in three studies (33.3%), but one study (11.1%) showed the opposite result. Food insecurity was positively related to low height-for-age (stunting) in 50% of studies, while five other studies (55.6%) showed that food insecurity was not related to BMI-for-age or weight-for-age. Three studies (50%) showed that there was no association between food insecurity and height-for-age.  CONCLUSION: Longitudinal studies, such as Cohort studies, need to be conducted to ensure the actual relationship between food insecurity and nutritional status in various regions.

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