Games edukasi menciptakan suasana menyenangkan dalam pembelajaran IPA. Penelitian ini bertujuan untuk mengembangkan game Science Adventure untuk meningkatkan keterampilan pemecahan masalah. Penelitian ini menggunakan metode Research and Development (RD) yang mengadaptasi model 4D-Thiagarajan yakni Define, Design, and Develop. Subjek penelitian ini yaitu siswa kelas VII D SMP N 13 Semarang (N=32). Teknik analisis data yang digunakan yaitu kuantitatif-deskriptif, berupa rerata skor validasi. Hasil penelitian menunjukan tingkat kelayakan game science adventure yang telah dikembangkan sebesar 92,5% pada aspek materi; dan 95,25%  pada aspek media sedangkan berdasarkan tes keterampilan memecahkan masalah, didapatkan ketuntasan klasikal 100% (sangat baik) dengan rata-rata nilai siswa 82,8. Hal ini menunjukkan bahwa media game science adventure layak dan dapat meningkatkan keterampilan pemecahan masalah.

Tujuan penelitian ini yaitu untuk mengetahui: 1)ketersediaan; 2) jenis dan kondisi; serta 3) tingkat pemanfaatan dari media pembelajaran dalam pembelajaran IPA  bagi peserta didik dengan visual impairment di SLB. Metode penelitian yang digunakan berupa wawancara serta observasi terkait jenis dan kondisi serta pemanfaatan media dalam pembelajaran IPA bagi peserta didik dengan visual impairment. Hasil penelitian di empat SLB menunjukkan bahwa 1) sekolah belum optimal dalam menyediakan media pembelajaran IPA yang dapat diakses oleh peserta didik dengan visual impairment; 2) jenis media pembelajaran IPA yang disediakan sekolah sangat terbatas dan terkadang dalam kondisi rusak; dan 3) pemanfaatan media pembelajaran IPA di keempat SLB tersebut dapat dikatakan kurang maksimal. UTILIZATION OF SCIENCE INSTRUCTIONAL MEDIA FOR VISUAL IMPAIRMENT STUDENTS IN SPECIAL SCHOOLS Abstract The aims of this research is to reveal: 1) avaibility; 2)type and condition & 3)utilizattion degree of science instructional media for visual impairment students in special schools. Interview and observation to find out the type, condition and degree of science instructional media for visual impairment students was used as a method in this research. The result shows: 1)the avaibility of science instructional media inspecial schools hasn’t optimal yet; 2)type of science instructinal media that available in schools was limited and some was turns to improper condition to use; 3)the utilization of science instructional media in those special schools hasn’t optimal yet. Keywords: , , special school.

E-worksheets can be an alternative learning media during the COVID-19 pandemic, which requires online learning. This study aims to develop an e-worksheet based on project to promote student's creative thinking and digital literacy skills on the theme City Noise for grade eight students. This research and development according to the Borg & Gall model. Data were collected through a media validation questionnaire. The results of this study indicate that (1) the development of an e-worksheet based on project on the theme of City Noise is carried out following the procedure development based on the Borg & Gall model, namely (a) preliminary study, (b) planning, (c) initial product development, (d) product validation, (c) revision to produce main products, and (f) limited product dissemination; (2) the quality of the e-worksheet based on project that has been developed is in category A (very good) according to didactic, construction and technical aspects. Therefore, e-worksheet based on project is feasible to be used as a learning media to promote students' creative thinking and digital literacy skills.

The 21st-century skills was broadly discussed in all sectors. It challenges education to equip next generation with all important skills to face the digital technology transformation. The focus of this study was to identify profile of student’s higher-order thinking skills (HOTS) and digital literacy among junior high school students in science learning. Mixed method, a combination of quantitative and qualitative was used in this study. A total number of 170 of grade 7th students in private and public junior high school in Semarang City were administered in the integrated science test (IST). IST were used to measure student’s HOTS through constructed-multiple choice test. 17 science teachers were the key informant of HOTS and digital literacy in science learning. Rasch model and descriptive analysis used to identify HOTS and digital literacy based on gender and type of school. The results reveal that : (1) most of junior high school students HOTS performace were at low slight to moderate level (2) female students performs better than male students in HOTS, (3) type of school significantly impact on students’ achievement, and (4) teachers’ operation and thinking skills as basic skill of digital literacy were still unsufficient to provide digital-based learning. However, it is necessary to accustom implementation of HOTS assessment as well as digital technology in the science learning environment.

This study aims to: (1) examine the quality of instruments based on PISA domain's scientific literacy in explaining scientific phenomena in the aspects of logical validity, (2) understanding empirical validity based on the VII grade science material development results, (3) knowing the level of scientific literacy of students of SMP N 3 Blora This research is a research and development (R&D) research using the Thiagarajan development model known as 4D. 4D development consists of 4 steps, namely Define, Design, Develop, Disseminat (dissemination). The research subjects of class VII students at SMP N 3 Blora discussing 98 students. Validator The questionnaire was validated by 2 expert lecturers of material, the results of the logical validity test, received 91.25% which means it was in accordance with all aspects. The test instrument was revised according to the validator's suggestion. From the results of tests on students, the results of empirical analysis obtained validity test items were 22 items valid and 8 items were invalid, with a reliability test result of 0.724 which means reliable. Difficulty test results of the test instruments were categorized as 2 difficult items, 24 moderate items and 4 easy questions. While the different power test results obtained 12 bad questions, 15 enough questions, 2 good questions and 1 negative question. Based on the validity test, empirical test instruments that were worthy of re-use were 20 questions, with poor difference but were in accordance with expert lecturers about the material that must be available to represent the material. The level of student literacy in Blora 3 N SMP overall overall is in the sufficient category.