Some competencies of students for 21 th century era required such as critical thinking, scientific culture, and making best decision for problems solving on their daily life. Students's competencies in Indonesia still low and need to improved. Now because of the pandemic period, students are limited to do learning activities which ultimately forces students to study from home with social distancing. Teachers have tried many ways to improve it during highly contagious corona virus disease since December 2019. Therefore, an alternative solution can be used is an interactive e-book as learning resources. This qualitative research aims to give interactive e-book local potention-integrated overview on how it can motivate students to deeply learn science and more contextual by content analysis. E-book requires 6 contents good packaging to help students easier to study for improving their ability: picture, animation videos, hyperlink, interactive question, student worksheet, and assessment (evaluations) which Piayu Laut-integrated. E-book Piayu Laut-integrated should make students interactive between teacher, other students and other learning resources for interactive and contextual teaching and learning for this covid-19 distruption to recovery fase. It requires match between the local potential and associated learning topic with student worksheet and questions.

This research aimed to find out the effectiveness of guided inquiry learning toward student metacognition skill, the level of metacognition skill, learning implementation and student response in science learning. The research was kind of pre-experimental research and using one pretest and postest group design. The population used student VII class of Junior High School 1 of Labang with sample on VII class. The data analysis technique used the Wilcoxon Non-Parametric test because the data were not normally distributed. The research instrument used a Metacognition Awareness Inventory (MAI) questionnaire. There was an influence of guided inquiry learning toward student metacognition skill by the signification level of MSI questionnaire was 0.006. Based on the level of significance of the data, it showed that learning using a guided inquiry model could improve students’ metacognition skills. There are three types of distribution of metacognition skills. The level of metacognition skill analysis was obtained from MAI questionnaire after learning as follows: Planning Skill was very good level, Monitoring Skill very good level and Evaluation Skill good level. The implementation of guided inquiry learning has a very high category. Student responses to the guided inquiry model obtained an average indicates a very interesting category.

This research is aimed to analysed initial achievement of crosscutting concepts: cause-effect and critical thinking in ceramics crafts-integrated Natural Science learning. The research utilized analytical descriptive by using 32 students as the respondents. The research instrument utilized ceramics crafts-integrated test questions. The data analysis technique was performed by using quantitative percentage. The validity and reliability of the test instruments were analyzed using the Quest application. The reliability value is 0.88 which means the test instrument has high reliability. The results showed that the ability of critical thinking on the indicators of analyzing data was 51.56%, evaluating 57.81%, valuing towards a problem 82.81%, examined inter-problem logical relationship 18.75%, and drawing conclusion 51.56%. While the level of understanding of crosscutting concepts on the indicators of categorizing was 28.12%, examines 53.12%, and predicts 56.25%. Overall, students' critical thinking skills and understanding of crosscutting concepts are low. The development of science learning tools must be designed to be able to increase the understanding of cross-cutting concepts: cause & effect and critical thinking.