In this 21st century, teachers are required to empower students' Higher-Order Thinking Skills (HOTS). Unfortunately, there are still many teachers who have difficulty compiling HOTS questions. The purpose of this community service activity was training in formulating HOTS-based online test instrument for Senior High School (SHS) teachers in Sekayu City. Community service activities were carried out by a team from the Biology Education Study Program, Sriwijaya University through workshops. The workshop was held at Public SHS 2 Sekayu for two days. From the service activities that have been carried out, there has been an increase in the knowledge and skills of teachers in designing and making HOTS-based online evaluation tools. This activity also produced a HOTS question collection document and a google form link containing an online based HOTS question instrument. Based on the series of service activities, it can be concluded that the competence of teachers to conduct online-based HOTS evaluation activities has increased.

ABSTRAKPenelitian ini bertujuan untuk menggambarkan kemampuan Pedagogical Content Knowledge (PCK) guru biologi senior (mengajar > 20 th) dan guru junior ( mengajar < 10 th). Penelitian ini merupakan penelitian studi kasus, partisipannya adalah dua orang guru biologi junior dan dua orang guru biologi senior. Kemampuan ini diukur dengan meminta guru membuat CoRes dan PaP-eRs pada materi transportasi zat yang dilanjutkan dengan teknik wawancara. Data dianalisis dengan teknik deskriptif kualitatif. Hasil analisis menunjukkan bahwa guru senior memunculkan tujuh konsep penting yang harus diajarkan sedangkan guru junior memunculkan antara delapan sampai 10 konsep. Guru senior lebih fokus pada konsep-konsep yang cenderung menimbulkan miskonsepsi dan pada bagian sulit dipahami oleh siswa seperti konsep difusi dan osmosis, serta pembelajaran lebih kepada penggunaan metode. Guru senior lebih fleksibel menggunakan strategi mengajar, disesuaikan dengan kondisi dilapangan dan keadaan siswa. Guru junior lebih fokus pada kedalaman materi dan model-model pembelajaran yang akan digunakan. Penggunaan strategi cenderung kurang fleksibel, lebih dikaitkan pada perencanaan yang sudah dibuat. Kata kunci : Pedagogical Content Knowledge (PCK), biologi, guru berpengalaman, guru belum berpengalaman ABSTRACTThis study aims to describe the ability of a senior biology teacher (teaching > 20 years) and junior teachers (teaching < 10 years) on Pedagogical Content Knowledge (PCK). This research was a case study, and the participants were two junior biology teachers and two senior biology teachers. This ability was measured by asking teachers to make CoRes and PaP-ers on the transport of material substance, followed by interview. Data were analyzed with descriptive qualitative techniques. The analysis showed that the senior teachers raises seven important concept that should be taught while the junior teacher raises between eight to 10 concepts. The senior teachers were more focus on the concepts that lead to misconception, such as the concepts about diffusion and osmosis, and more to learning methods. The senior teachers were more flexible in the use of teaching strategies according to students conditions and circumstances. The junior teachers were focus more on the depth of the material and learning models that will be used. The use of strategies tend to be less flexible, more linked to the planning that has been made. Keywords: biology, experienced teachers, Pedagogical Content Knowledge (PCK), unexperienced teachers PENDAHULUANGuru merupakan suatu profesi, yang berarti suatu jabatan yang memerlukan keahlian khusus sebagai guru dan tidak dapat dilakukan oleh sembarang orang di luar bidang pendidikan. Pekerjaan profesional ditunjang oleh suatu ilmu tertentu secara mendalam yang hanya mungkin diperoleh dari lembaga-lembaga pendidikan yang sesuai, sehingga kinerjanya didasarkan pada keilmuan yang dapat dipertanggungjawabkan secara ilmiah. Seorang guru juga seharusnya memiliki pengetahuan khusus yang diperoleh dari proses mengajar yang telah dilak...

This study aims to determine the effect of Problem Based Learning (PBL) model on higher-order thinking skills (HOTS) of Eleventh-grade students on motion system material in SMA Negeri 1 Indralaya Utara. The research method used was Quasi-Experimental with the research design of Non-equivalent Control Group Design. The sampling method used was Saturated Sampling Techniques. The instruments of data collection are HOTS test questions in the form of multiple choices with five answer choices in twenty-five questions. Observation instrument of learning implementation used Checklist with twelve observation items. The response instruments of students use questionnaires with a Likert scale. HOTS data were tested using the Mann-Whitney test, and then the learning implementation data and students’ response data were analyzed descriptively. This data processing uses SPSS twenty-three. Based on the results of the hypothesis test, the sig value is 0.00 (sig <0.05), which shows an effect studied was significant. The implementation of learning has Good Category, while the response of students has very good and good categories of the two types of the response of students measured. Based on the hypothesis test results can be concluded that the PBL’s model can significantly influence higher-order thinking skills of Eleventh-grade students on motion system material in SMA Negeri 1 Indralaya Utara.

Abstrak: Tujuan penelitian ini adalah untuk memperoleh gambaran tahap perkembangan kemampuan Pedagogical Content Knowledge calon guru biologi yang mengikuti program konkuren. Perkembangan Pedagogical Content Knowledge diteliti selama satu tahun setelah semester ganjil dan praktik mengajar, dengan menggunakan metode Cross-sectional study. Data dikumpulkan dari CoRe dan PaP-eRs yang dibuat calon guru dan hasil wawancara. Sebagai data tambahan pelaksanaan pembelajaran oleh calon guru juga diobservasi. Data hasil penelitian dianalisis dengan teknik deskriptif kualitatif dan kuantitatif menggunakan desain konkuren triangulasi (concurrent triangulation design). Hasil penelitian menunjukkan kemampuan Pedagogical Content Knowledge calon guru biologi yang mengikuti program pendidikan guru pada pendekatan konkuren mengalami peningkatan secara bertahap dari waktu ke waktu, mulai dari pra menjadi growing PedagogicalContent Knowledge. Dari hasil tersebut dapat disimpulkan bahwa perkembangan Pedagogical Content Knowledge calon guru ini bersifat kontinum dan bertahap sesuai proses pada tiap tahapan.Kata Kunci: pendidikan guru biologi, pedagogical content knowledge, pendidikan guru konkuren, calon guru biologi THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PROSPECTIVE BIOLOGY TEACHERSAbstract: The aim of the research is to describe the development of PCK ability of prospective biology teachers joininga concurrent program. The development was studied using cross-sectional study for one year after the first semester and teaching practice were completed. Data were collected from the teachers' CoRes and PaP-eRsand interviews. As additional data, the learning processdone by prospective teachers was also observed. Data were analyzed using descriptive qualitative and quantitative techniques with concurrent triangulation design. The results show that the PCK of prospective biology teachers attending the teacher education program on concurrent approach gradually increases over time,from pre PCKtogrowing PCK. It can be concluded that the development of the prospective teacher's PCK is continuous according to the process at every stage.

Note-taking Roundhouse diagrams strategy is a students' conceptual framework for interesting notes. This study aims to improve student retention on body defense system material through note-taking roundhouse diagram strategy. The method used was the one-group pretest-posttest design. The sample in this study was taken by simple random sampling technique. The number of samples in this study was 30 students. The instrument used in the study was a test instrument used multiple choice. This research was conducted during six meetings. Three meetings using roundhouse diagram with pretest and posttest. After four weeks, three more meetings were held to collect the second posttest (retest). The data were analyzed by t-test statistical analysis. Based on the results of the t-test statistical analysis at a significant level α = 0.05, it can be seen that t count > t table for short-term retention and long-term retention. The retention category also showed very satisfying results. Average results of N-gain score for short and long-term retention too very good. It can be included, the note-taking roundhouse diagram strategy on the body's defense system concept can improve student retention.