In the Indonesian context, learning activities tend to be teacher-centered that a teacher still plays a dominant role in the learning process. Project-based learning is one of the approaches which is assumed to promote Learner autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issue of how Projectbased learning promotes Learner autonomy in an EFL Classroom. This study employs descriptive qualitative research design at six participants of Junior High School students, grade nine. The qualitative data collected through document analysis, observation and interview were analyzed qualitatively. The results of data analysis led to a conclusion that project-based learning has promoted Learner autonomy, which covers the criteria of selfinstruction, self-direction, self-access learning and individualized instruction in each stage of Project-based Activity, namely the planning process, the implementation process and the monitoring process. There are also six important findings. Firstly, the learner autonomy varies among learners. Secondly, there is a linear relationship between learners' achievement and Learner autonomy. Thirdly, Learner autonomy needs process, and the process shows irregular patterns. Fourthly, it is worthy noted that no one is one hundred percent autonomous. Fifthly, among the three stages of the Project-based Activity, the learners gain the highest degree of Learner autonomy in the Implementation Process. Sixthly, there are still constraints in enhancing Learner autonomy. Due to the constraints above, this study recommends that promoting Learner autonomy needs support in some specific areas, especially the professional treatment of the teachers and institutions.

The development of biology as a science and its application in technology that is increasingly rapidly encouraging innovative efforts to use technology results in biology learning. Currently, the biology learning process does not only use a single media but is required to use multimedia. This is done to make it easier for students to understand complex and very complex biological material. The aim of this paper is to provide an extensive bibliometric literature review on “multimedia biology education”. Articles found by Publishing or Perish software (PoP) with a Mendeley database. There are 200 articles found from the Google Scholar database from 2017 to 2021 which are analyzed in this study. The selected references are then managed using reference manager software, namely Mendeley. After managing the database, this research classifies and visualizes it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on “multimedia biology education”. The search results 100 articles were obtained through the GS database and we found 55 articles were grouped from the GS database from 2017-2021 with the keyword 'biology education multimedia.This study aims to find research gaps for research on multimedia biology.

The learning process in schools still experiences several problems, including in helping students to have critical thinking skills. Critical thinking skills can be optimized with the development of learning resources. This research aims to develop learning resources in the form of problem-based teaching materials. The research method uses R&D (Research and Development) with a qualitative descriptive approach. Research data collection instruments in the form of interview sheets for teacher needs analysis and student needs analysis questionnaires, as well as students' critical thinking skills. The results of the needs analysis of 60 grade XI science students found that 66.7% had a handbook for learning biology, but 96.7% only had a handbook in the form of daily material, the majority of which were difficult for students to understand. So according to 78.3% of students the handbook used is inadequate as a learning resource, 86.6% of students need other learning resources to support learning activities, and 86.7% of students need other learning resources that can be understood independently. The results of the critical thinking test analysis of 50 grade XI science students were obtained 15.73%, which is included in the very low category. These results show the need to develop teaching materials in the form of problem-based digestive system interactive E-modules.Abstrak Proses pembelajaran di sekolah masih mengalami beberapa permasalahan, diantaranya dalam membantu peserta didik untuk memiliki keterampilan berpikir kritis. Keterampilan berpikir kritis dapat dioptimalkan dengan pengembangan sumber belajar. Penelitian ini bertujuan untuk mengembangkan sumber belajar berupa bahan ajar berbasis masalah. Metode penelitian menggunakan R&D (Research and Development) dengan pendekatan deskriptif kualitatif. Instrumen pengumpulan data penelitian berupa lembar wawancara untuk analisis kebutuhan guru dan angket analisis kebutuhan siswa, serta keterampilan berpikir kritis siswa. Hasil analisis kebutuhan dari 60 siswa kelas XI IPA diperoleh 66,7% memiliki buku pegangan untuk pembelajaran biologi, namun 96,7% hanya memiliki buku pegangan berupa materi sehari-hari yang mayoritas sulit dipahami oleh siswa. Sehingga menurut 78,3% siswa buku pegangan yang digunakan kurang memadai sebagai sumber belajar, 86,6% siswa membutuhkan sumber belajar lain untuk mendukung kegiatan pembelajaran, dan 86,7% siswa membutuhkan sumber belajar lain yang dapat dipahami secara mandiri. Hasil analisis tes berpikir kritis 50 siswa kelas XI IPA diperoleh 15,73%, dimana hal tersebut termasuk kategori sangat rendah. Hasil tersebut menunjukkan perlunya mengembangkan bahan ajar berupa E-module interaktif sistem pencernaan berbasis masalah.