25 jese 1 (2) (2021) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese development of emulsi (electronic module practicum articulate storyline 3) to support self-regulated learning of students ali sadikin1*, risa dwita hardianti1 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 article info ________________ received 4 mei 2021 accepted 10 agustus 2021 published 30 september 2021 ________________ keywords: electronic practicum module self-regulated ____________________ *corresponding author: ali sadikin universitas negeri semarang e-mail: sadikin@student.unnes.ac.id abstract the aim of this research is to develop emulsi (electronic module practicum articulate storyline 3) to support self-regulated learning (srl) of students which is valid and effective. this research is research and development and the subjects of this study are students of class viii f of smp negeri 1 ungaran. data collection techniques in this study used validation sheets, tests, and students self-assessment sheets in srl. this research begins at the emulsi design then validated by validators with details on the average results of material (85%), linguistics (95%), media (80%), pretest and posttest construct questions (75%) , syllabus (97% ), lesson plans (95%), students selfassessment sheets in srl (87%), the rubric for the assessment of the practice report (76%). the results of student learning pretest scores (36.11%) posttest scores (100%) and final scores obtained from the average value of the practicum report and posttest scores (77.77%). the result of n-gain is 0.73 indicating high criteria. the results of the self-assessment score in srl is 75% or 27 of 36 students. based on the results of the study, it can be concluded that the emulsi can be said to be valid and effective to support the srl of students ©2021 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 sadikin, a. et al. / journal of environmental and science education 1 (2) 2021 26 introduction the spread of covid-19 in indonesia is increasingly widespread, this results in the uncertainty of when the spread of this virus will end and has an impact on the learning system in indonesia. covid-19 does not only occur in indonesia but throughout the world, causing the formation of online learning regulations and the issuance of orders to close all educational buildings around the world (unesco, 2020). the strategy taken by the indonesian government to reduce the spread of this virus is to make a policy for students through out in indonesia is to study at home or implementation of the distance learning system and postpone face-to-face learning in red zone areas in the even semester of the 2020/2021 (ministry of education and culture, 2020). the implementation of the distance learning system requires educators to migrate from faceto-face education to online education by utilizing technology (basilaia and kvavadze, 2020). the use of appropriate technology in learning activities can provide experiences and improve individual learning, support and encourage independent and collaborative learning or selfregulated learning (srl), increase the involvement of prospective educators in learning, and provide flexible learning, anytime and anywhere (martin et al., 2015). this is in line with anggraeni (2017) which states that students have an interest in high regard for an object that causes attention and pleasure in learning both in terms of knowledge, attitudes, and skills. creswell (2015) says that student learning outcomes cannot stand alone. student learning outcomes are an accumulation of various factors that affect students, both internal and external factors. one of the internal factors that affect student learning outcomes is srl. study fajriyah et.al. (2019) concluded that srl has a positive effect on the reasoning ability of students by 46.6% so that it affects student learning outcomes. study hendikawati (2019) concluded that electronic-based media is valid as a learning resource to improve srl and student learning outcomes. daumiller and dresel (2019) in his research concluded that the existing motivations and regulations can support the increase in srl with the help of digital media.. the results of this study are in line with damayanty's (2017) statement that the factor that must be possessed by students is srl, so that students have a high attitude of responsibility and discipline so that learning achievement increases. therefore, srl is an important indicator in the implementation of distance learning system. winne (2018) states that srl is the ability of students to generate and monitor their own thoughts, feelings, and behavior to achieve an academic or socioemotional goal. based on the research above, it can be concluded that srl is very influential in achieving student learning outcomes based on the results of observations made at smp negeri 1 ungaran from october to november 2020 in the implementation of field experience practices. analysis of the 5 srl indicators developed by winne (2018) in class ix f and h students of smp negeri 1 ungaran, as many as 61.9% of students said the implementation of learning was not contextual, 42.9% of students did not have self-confidence and had not been able to develop mental owned, 28.6% of students have not been able to develop their skills, 47.6% do not have high motivation, and 100% of students are able and master science and technology. based on the analysis of winne's srl indicators (2018), the most influential indicators are contextual and high motivation. high motivation when analyzed more deeply shows that as many as 57.1% of students do not have high motivation in the distance learning system and 38.1% of students do not have high motivation to learn using application-assisted learning media. based on the results of the preliminary questionnaire, it can be concluded that 52.4% of students have difficulty in carrying out independent learning in the distance learning system. the difficulty in carrying out independent learning is influenced by several factors such as the absence of a manual, never using learning applications (phet, laboratory simulator), and the learning media used are not interactive. a total of 66.7% students need a blend in carrying out learning in theory and practice, and 57.1% of students said that the use of modules as learning media affects their learning outcomes. these results are the basis for why media is needed in the implementation of learning. basic competencies 4 which is include; trying, processing, presenting, modifying and making (permendikbud, 2016) cannot be carried out in the distance learning system because of constraints in the allocation of learning time. one of the efforts to achieve basic competencies 4 in learning activities is practicum-based learning activities. the implementation of the practicum requires media (modules) as a reference for students in carrying out practical activities. the characteristics of science practicum are carried out through scientific investigations that involve the knowledge, skills, and attitudes that students develop when investigating their natural world. to be able to carry out these research activities, media (modules) are needed. lliewellyn (2011) stated that one of the media that can be used to conduct an investigation is a module. the sadikin, a. et al. / journal of environmental and science education 1 (2) 2021 27 majority of schools in indonesia still use printed modules in the implementation guide for practicum activities. therefore, an electronic practicum module is needed to replace the printed module. one of the devices that can be used for making electronic practicum modules is articulate storyline 3 (as3). according to hadza et.al. (2019) stated that as3 is a software for creating electronic-based learning media. cahyani et.al. (2020) stated that as3 is software that can be used as files and learning information as well as interactive multimedia applications that can be used by teachers or students in html5 format that can be converted into android-based applications and installed on smartphones. method this research is a research and development (r & d) which aims to develop emulsion (electronic practicum module articulate storyline 3) to support self-regulated learning of students by paying attention to two aspects of quality, namely valid and effective. the subjects of this study were students of class viii f of smp negeri 1 ungaran, semarang regency. this research was carried out from april to august 2021. validation data consisted of material, linguists, media, pretest and posttest questions, syllabus and lesson plans, selfassessment sheet in students' srl, and rubric for report assessment. practicum, each of which consists of two validators. these development steps use the addie model development method (branch, 2009) with 5 steps is analyze (analysis of srl questionnaires at smp n 1 ungaran), design (emulsi design), develop (creation of emulsi using the as3 application, expert validation, revision), implement (preparation of the learning environment, students, teachers, and trials), evaluate (evaluate at each step). the data collected in this study consisted of: validation (to determine the validity of the emulsi before it was implemented in learning) which is the validation instrument uses the sudijono (2008) formula as equation 1. 𝑃 = 𝑓 𝑁 𝑥 100% (1) information: 𝑃 = percentage variable 𝑓 = total score in variable 𝑁 = maximum number of scores the percentage results of each variable are then decategorized as in table 1. table 1. percentage and category percentage category 86-100 very valid 76-85 valid 52-75 quite valid 26-51 less valid 0-25 invalid (sudijono, 2008) the student learning outcomes and selfassessment sheets in the student's srl (to determine the effectiveness of the emulsi after it was implemented in learning). the data collection techniques are as follows: (1) emulsi validation is generated based on expert, (2) learning outcomes (pretest scores, posttest scores, practicum reports, and final scores), (3) self-assessment questionnaires in participants' srl. result and discussion the results of this study include the results of the validation of material experts, linguists, and media experts, validation of pretest and posttest questions, validation of syllabus and lesson plans, validation of self-assessment sheets in students' srl, validation of practicum assessment rubrics, and student learning outcomes. based on the results of research at smp negeri 1 ungaran on integrated science learning with the main material of nutrition in class viii f. validators have assessed the emulsi and provided notes for the improvement of the emulsi before it was implemented in learning. the results of expert validation are presented in table 2 and the emulsi implementation stage, it was carried out in class viii f of smp negeri 1 ungaran with learning outcomes presented in tables 3 to 6. validity is the first factor in development research. emulsi validity data were obtained from validators validation data including (material, language, media), construct validation of pretest and posttest questions, syllabus and lesson plans validation, validation of selfassessment sheets in students' srl, and validation of rubrics for assessing practicum reports. based on table 2 shows that all of the data in this study were declared valid by validators so that can be implemented in learning. sadikin, a. et al. / journal of environmental and science education 1 (2) 2021 28 figure 1. display of emulsi design table 2. validation results validation results percenta ge category material 85.15% valid language 95% very valid media 80% very valid pretest and posttest questions 75% quite valid syllabus 97.5% very valid rpp 95.5% very valid self-assessment sheet in srl learners 87.5% very valid practicum report assessment rubric 76% valid table 3. pretest and posttest scores data class viiif pretest posttest number of students 36 36 the highest score 93.33 100 lowest value 40 80 average 62 90 ∑ pesert didik tuntas 13 36 ∑ pesert didik tidak tuntas 23 0 classical completeness 36.1% 100% table 4. analysis of n-gain test aspect member of students average ngain criteria pretest 36 62 0.73 tall posttest 36 89 table 5. practicum report value and final score data class viii f practical report final score number of students 36 36 the highest score 97.50 97.50 lowest value 57.5 68.75 ∑ pesert didik tuntas 10 28 ∑ pesert didik tidak tuntas 26 8 classical completeness 27.77% 77.77% table 6. self-assessment in srl students aspect class viiif number of students 36 the number of students reached the effective criteria 27 effective criteria 75% the implementation stage was carried out in real learning in class viii f of smp negeri 1 ungaran with 36 students with 14 male students and 26 female students. the selection of class viii f was done because the class was not a superior class. sadikin, a. et al. / journal of environmental and science education 1 (2) 2021 29 effectiveness is the second factor in research and development. effectiveness indicates the achievement of research and development objectives to be achieved. emulsi can be said to be effective if: (1) 75% or 27 students get the final score (mean posttest scores and practicum reports) with the minimum completeness criteria (mcc) for smp negeri 1 ungaran is 80, (2) 75% or 27 students get score ≥ 76 on selfassessment in srl learners. emulsi effectiveness data is obtained from the results of the implementation of the emulsi in learning. in this study, the posttest questions and self-assessment sheets in the students' srl were done by students through the google form. the results of the pretest and posttest scores are presented in figure 2. figure 2. results pretest and posttest scores based on the results of the analysis of the ngain test, the results of the students' pretest and posttest scores in table 4 show the criteria for high. the final score of students is obtained from the average posttest score and the value of the student's practicum report. the results of the analysis of the students final scores are in table 5 which shows that the number of classical completeness of students reaches 77.77% or 28 students so it can be said that emulsi is effectively used in learning. data the results of self-assessment in the srl of students presented in figure 3. figure 3. self-assessment results in students' srl 62 90 0 20 40 60 80 100 1 2 pretest posttest 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 contextual confident and able to develop mentally able to develop skills able to control science and technology motivation sd (strongly disagree) d (disagree) a (agree) sa (strongly agree) sadikin, a. et al. / journal of environmental and science education 1 (2) 2021 30 based on figure 3 shows that the 2 srl indicators scored 4 (strongly agree) more than 50%, namely contextual and mastering science and technology. this is in line with the srl indicator proposed by winne (2018) that learners have the initiative to be able to connect learning that is relevant to everyday life and have expertise in mastering the latest science and technology that is relevant to learning. these results are very relevant to the statement lliewellyn (2011) states that the module is one of the media that can be used to conduct investigations to create contextual learning. in addition, these results are also relevant to research of hendikawati (2019) that electronicbased media is valid as a learning resource to improve srl and student learning outcomes. therefore, based on the results of the selfassessment sheet in the srl of students, it can be said that the developed emulsi is effectively used to support the srl of students in the distance learning system. in addition to the data above, the researcher conducted interviews with 4 students who gave an assessment with a score of 1 or 2 on 3 srl indicators (confident and able to develop mentally, able to develop skills, and motivation) in order to obtain the reasons for these students giving a score of 1 or 2 on the self-assessment sheet in the student srl. the results of the interview are as follows: (1) students have not been able to develop self-confidence, this is influenced by the inability to speak in public. (2) students have not been able to develop skills in implementing practicum independently according to emulsi and have not been able to develop skills in writing practicum reports because according to participants emulsi is less understandable on the media aspect in emulsi which is less interactive and less informative. (3) students have difficulty in carrying out practicum independently, this affects the timeliness in collecting practicum reports and skills to develop practicum reports because students find it difficult to find materials for practicums individually independently according to the emulsi. based on the results of interviews regarding the responses of the four students above, it can be concluded that emulsi still needs to be developed again, so that it can improve the srl of students in the distance learning system. conclusion based on the results of the study, it can be concluded; the developed emulsi is valid to be used in learning to support self-regulated learning of junior high school in science students. the developed emulsi is effective for use in junior high school learning to support selfregulated learning of junior high school in science students. some suggestions based on the results of this study are; (1) the emulsi that has been developed in this study can be used for learning in different classes and schools. (2) emulsi can be redeveloped with the help of more professional experts in the media field, so as to improve the quality of the graphics and minimize the lag between slides that are too long. (3) emulsi can only be installed on android so for students who use ios (iphone operating system) can prepare their smartphone specifications, so they do not interfere with learning. (4) emulsi can be developed more interactively and educatively so that they can improve the srl of students. (5) emulsi can be developed for elementary, junior high school, and senior high school. (6) students should be given science practice tools or allowed to explore in the use of practicum materials for practicum activities independently on the distance learning system. references anggraeni, e. 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(2020). the effects of blended learning and project-based learning on pre-service biology teachers’ creative thinking through online learning in the covid-19 pandemic. jurnal pendidikan ipa indonesia, 9(3), 408-420.. zimmerman, b. j., schunk, d. h., & dibenedetto, m. k. (2015). a personal agency view of self-regulated learning. self-concept, motivation and identity: underpinning success with research and practice, 83-114. 58 jese 2 (1) (2022) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese improving honest attitude and learning outcomes human excretion system using discovery learning siti nursaadah 1*, mulyadi hp2 1smp 5 semarang, indonesia 2lpmp, central java, indonesia doi: https://doi.org/10.15294/jese.v2i1.50656 article info ________________ received 6 october 2021 accepted 22 april 2022 published 26 april 2022 ________________ keywords: honest attitude, learning outcome, discovery learning ____________________ *corresponding author: siti nursaadah smp 5 semarang e-mail: stnursaadah1970@gmail.com abstract the purpose of this research is to determine the improvement of honest attitude and learning result of human excretion system material using the discovery learning model in class viii h smp 5 semarang semester 2 of 2018/2019. this research is a classroom action research. these research subjects are all students of class viii h smp 5 semarang consisting of 32 people. this research was conducted with precycle, cycle i, and cycle ii stages. data collection techniques are carried out by means of documentation techniques in the initial conditions, observation techniques, and test techniques in the first cycle and second cycle. data analysis techniques by comparing the variables of honest attitude and learning outcomes in the initial conditions with conditions in the first cycle and second cycle. the results showed that there was an increase in students' honesty in the pre-cycle stage (73.68%), the first cycle (82.81%), and the second cycle (88.28%). there was an increase in learning outcomes before the action (pre-cycle) (59%), cycle i (79.86%), and cycle ii (87.06%). improving students' honesty and learning outcomes becomes a consideration for teachers to use discovery learning models and becomes information material for schools to prepare media or learning materials for discovery learning models. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 mailto:stnursaadah1970@gmail.com mailto:stnursaadah1970@gmail.com nursaadah, s. et al. / journal of environmental and science education 2 (1) 2022 59 introduction education is a basic right for everyone, regardless of social class, race, political choice, belief, as well as physical and mental differences a process that systematically brings children and certain groups of children at the same age, into a natural environment where children generally play and learn. thus, education is an effort to improve the quality of educational programs for all students, with the right form of service (based on needs, uniqueness, and individual characteristics) to ensure their success. (rukajat, 2018). in indonesia, the curriculum changing which was originally ktsp was later replaced with a new curriculum, namely the 2013 curriculum, which caused many pros and cons in the community and even experts. regardless of the pros and cons, the 2013 curriculum has the notion of a competency-based and characterbased curriculum, which can equip students with various attitudes and abilities in accordance with the demands of the times and technological demands. of course in the 2013 curriculum there are advantages and disadvantages, one of the most basic shortcomings is the teacher's lack of understanding in delivering learning materials with the new curriculum. while the advantages of the 2013 curriculum are that students are required to be active, creative and innovative. apart from having advantages and disadvantages, in fact that in the curriculum there are changes in terms of strategies, models, and demands a change in learning system that is adapted to the demands of the 2013 curriculum. a teacher is someone who deals directly with students in learning so that it has a direct influence on the success of students in completing learning tasks. surapranata (2016) states that 30% of the learning success factors for students are determined by the teacher. the general learning guidelines that regulate the learning models used in the 2013 curriculum, namely: (1) project based learning; (2) problem based learning; (3) discovery learning; (4) inquiry learning. in addition, the 2013 curriculum emphasizes thematic learning. thematic is defined as “related to the theme” and “theme” itself means “the main idea; the basis of the story (which is talked about, used as a basis for composing, changing poetry, and so on)”. the quality of education in indonesia that affects student achievement is influenced by three factors, namely internal factors (psychological factors, honest attitudes, etc.), external factors (process skills), and learning approach factors (priansa, 2015). honesty is a character that is considered to be able to bring the indonesian nation into a nation free from corruption, collusion and nepotism (kusuma, 2011). the depletion of honesty can cause many problems in this country, it can even be said that honesty is one of the main joints that can support the upholding of the joints of life. for example, students who are dishonest cause them to cheat (aunillah, 2011). based on development indicators, honesty behavior is one of the good characteristic that has no definition, namely one of character values based on efforts to make himself a person who can always trusted in words, actions and work both towards himself and others, there are many things that do not support the achievement of learning outcomes such as the lack of honest attitude of students in learning, which is still relatively low, some basic competencies as learning objectives that have not been able to be achieved in accordance with the minimum completeness criteria standard (kkm) which is expected, so it is necessary to make concrete efforts or steps to improve honesty in students. honesty in the learning process greatly affects learning outcomes, the habit of cheating, imitating the work of friends, plagiarizing friends' assignments, unwilling to think for themselves, only depending on other’s work, it makes many students to be lazy to study. it is hoped that by the improvement the honesty of students in learning, it will significantly increase the achievement of learning outcomes, which is automatically tobe good. based on secondary data obtained from the list of student scores that the 2017/2018 human excretory system material showed results where as many as 70% of students got scores below the minimum completeness criteria (kkm). the low ability of students is an indication of weaknesses as well as learning difficulties, which in this case are weaknesses and difficulties in learning to understand the material about the function and location of the excretory organs in humans. therefore, the viii grade science teacher identified the cause of the viii h grade students "failing" in understanding the material, which was related to the difficulty in recognizing the main thoughts or main ideas in the previous nursaadah, s. et al. / journal of environmental and science education 2 (1) 2022 60 material in addition to their low interest and motivation in learning science. based on the above problems, an effort to minimize the problem of student learning outcomes in learning human excretory system material is to develop students' honesty. the discovery learning model is used by researchers because of various considerations, namely because the problems that occur in the classroom are quite complex and require researchers to use the model. the discovery learning model is a learning model that is able to lead students to realize what they have learned during learning. learning with discovery learning is an important component in the constructivist approach that has a long history in the world of education. the idea of discovery learning arises from the desire to give students a sense of pleasure in "finding" something by themselves, by following in the footsteps of scientists. this method is a component of educational practice which includes teaching methods that promote active learning, process-oriented, self-directed, self-seeking and reflective. the advantages of discovery learning learning model compared to other learning models are to encourage students to think scientifically, creatively, intuitively and work on their own initiative, fostering an objective, honest and open attitude. therefore, the researcher took the discovery learning model to solve the problem of understanding the concepts that occurred in thematic learning. based on the above background, the authors are interested in conducting further research on improving honesty attitudes and learning outcomes of human excretory system materials using the discovery learning model in class viii h students of smp 5 semarang semester 2, academic year 2018/2019." method this is classroom action research whereas the subject of this study is the viii h students of smp 5 semarang, semester 2. the academic year 2018/ 2019. the research was carried out in activities with pre-cycle stages, first cycles, and second cycles. data collection techniques were carried out using documentation study techniques in the initial conditions, observation techniques and test techniques in cycle i and cycle ii. the data analysis technique is to compare the honest attitude in doing the task, the average value of learning outcomes of natural science material excretion in humans in the initial conditions with conditions in cycle i and cycle ii. after comparing the initial conditions with the conditions in cycle i and cycle ii, then continued reflection to determine follow-up. results and discussion this research consists of pre-cycle, cycle i, and cycle ii. at the time of the pre-cycle the teacher had not used the discovery learning model and was then given a test question to measure students' cognitive abilities. next, the action was taken in the first cycle where the teaching and learning process used the discovery learning model by giving the task to students to draw the organs in the excretory system then pasted on the worksheet and then given a test question. then in the second cycle of the teaching and learning process using the discovery learning model, students were given the task of looking for pictures of organs and their functions on the internet and then pasted on a worksheet and then given the same test questions as pre-cycle and cycle i. honesty attitude was obtained by observing during the learning process. table 1. improving students honesty attitude no. honest attitude indicator before action (pre cycle) (%) after action cycle i (%) cycle ii (%) 1. do not cheat on the test 69.5 82.81 88,28 2. no plagiarism 74.2 82.81 89.06 3. express feelings as they are 75 83.59 87.50 4. hand over the found items to the authorities 74.2 83.59 89.06 5. generate reports based on data 74.2 82.81 87.50 6. admit your shortcomings or mistakes 75 81.25 88,28 average 73.68 82.81 88,28 nursaadah, s. et al. / journal of environmental and science education 2 (1) 2022 61 table 2. improving student learning outcomes observed aspects before action (pre cycle) after action cycle i cycle ii average score 59 79.86 87.06 students who meet the kkm (≥ 79) 6 (18.75%) 25 (78.12) 31 (96.86%) figure 1. improving students honesty attitude figure 2. improving of student learning outcomes this classroom action research (car) was carried out in order to improve the quality of cognitive learning outcomes and honest attitude of class viii h smp 5 semarang through the application of discovery learning models. this classroom action research was carried out in two cycles and each cycle consisted of two meetings. based on observation data in class viii h of smp 5 semarang, it shows that before the action (precycle) it was found that there was still a low level of honesty and student learning outcomes in science learning which were shown based on indicators, namely students who did not cheat in doing assessments of 69.5 %, students who do not become plagiarized are 74.2%, students express feelings as they are 75%, students submit items found to the authorities at 74.2%, students make reports based on data by 74.2%, and students admit the shortcomings or mistakes they have by 75%. the average percentage of honest attitude indicators obtained in the precycle is 73.7% which has not reached the performance indicators specified in this study, which is 85% (see table 1 and figure 1). while learning outcomes were observed from the individual test scores of students who met the kkm, students whose scores met the kkm were only 6 students (18.75%) with an average score of 59 out of 32 students. the kkm score in science subjects at smp 5 semarang is 79 so that the average student test scores have not reached the performance indicators. while learning outcomes were observed from the individual test scores of students who met the kkm, students whose scores met the kkm were only 6 students (18.75%) with an average score of 59 out of 32 students. the kkm score in science subjects at smp 5 semarang is 79 so that the average student test scores have not reached the performance indicators. while learning outcomes were observed from the individual test scores of students who met the kkm, students whose scores met the kkm were only 6 students (18.75%) with an average score of 59 out of 32 students. the kkm score in science subjects at smp 5 semarang is 79 so that the average student test scores have not reached the performance indicators. based on the observation data in the first cycle, it showed an increase in achievement indicators, namely students who did not cheat in doing the assessment by 82.81%, students who did not become plagiarized by 82.81%, students expressed their feelings as they were 83.59%, students submitted the goods found to the authorities were 83.59%, students made reports based on data by 82.81%, and students admitted their shortcomings or mistakes were 81.25% (see table 2). the average percentage of honest attitude indicators obtained in the first cycle is 82.81% which has not reached the performance indicators specified in this study, which is 85%. this is caused by several shortcomings in the learning process in cycle i. on figure 2, the 0 50 100 tidak menyontek dalam mengerjakan penilaian tidak menjadi plagiat mengungkapkan perasaan apa adanya menyerahkan barang yang ditemukan kepada… membuat laporan berdasarkan data mengakui kekurangan atau kesalahan yang… rata-rata siklus ii siklus i pra siklus 59 79.86 87.06 6 25 31 pra siklus siklus i siklus ii average admit your shortcomings or mistakes generate reports based on data hand over the found items to the authorities express feelings as they are no plagiarism do not cheat on the test cycle i pre cycle cycle ii pre cycle cycle i cycle ii nursaadah, s. et al. / journal of environmental and science education 2 (1) 2022 62 increase is also found in student learning outcomes, namely there are 25 students (78,86). the existence of deficiencies that occur in learning activities in the first cycle does not affect students' cognitive learning outcomes but for honest attitudes it has not yet reached performance indicators. based on these deficiencies, the teacher made improvements in improving the quality of the learning process in cycle ii by improving the quality of the learning process based on the results of reflections carried out in cycle i. learning outcomes (output) were influenced by the learning process and the learning process was influenced by input (sari & amalia, 20210; ni’mah & wardani, 2021). the completeness and readiness of the elements contained in the input component will determine the quality of the learning process. the input elements in this case teachers and students must be ready to be able to present a high-quality learning process. teachers are mentors and motivators for their students. and students are learning subjects who need teacher guidance in building and developing their potential. with the readiness and motivation of teachers and students in learning activities, it can encourage a quality learning process so that it can produce quality outputs in the form of quality learning outcomes as well. based on the observation data in cycle ii, it showed an increase in student learning outcomes who met the kkm score, as many as 31 students (96.86%) with an average value of 87.06 out of 32 students. students who do not cheat in doing the assessment are 88.28%, students who do not plagiarize 89.02%, students express their feelings as they are 87.50%, students submit items found to the authorities by 89.06%, students make reports based on data amounted to 87.50%, and students admitted their shortcomings or mistakes were 88.28%. the average percentage obtained in the second cycle is 88.28% which has reached the performance indicators specified in this study, which is 85%. based on classroom action research, it is known that there is an increase in achievement indicators in cycle i and cycle ii. the science teacher who took part in this study stated that learning by using the discovery learning model, students were more enthusiastic in learning science and learning in the classroom felt more fun so that it resulted in an honest attitude and student learning outcomes could increase. this is in line with the research that has been carried out by rosarina (2016) that by applying the discovery learning model is an alternative to improve student learning outcomes. this increase is seen from the percentage of completeness in each cycle. students who were declared complete in the first cycle based on the test results were 7 students (26.92%), the second cycle became 17 students (65.38%) and the third cycle 23 students (88.46%). research by eko wahjudi (2015) showed that with the classroom action research method through two cycles, data obtained an increase in student learning outcomes in class ix-i smpn 1 kalianget from an average value of 85.32 to 98.61, and from student involvement in learning also increased. from 86.57% to 97.22%, while learning activities in student engagement group activities have increased from 86, the implementation of character education aims to instill in students the importance of core ethical values such as honesty, responsibility, justice, respect for oneself and others (pala, 2011), suggesting that schools with high implementation of character education tend to have academic values. which is higher than schools with low implementation of character education (benninga, et al., 2003). conclusion there is an improvement in students attitude and learning outcomes by using the discovery learning model on the human excretion system for class viii h students of smp 5 semarang semester 2 of 2019. discovery learning model is an alternative to develop the character of the honest attitude and learning outcomes of the human excretory system material. the results of this study can be used as a reference for for students, this research is expected to improve honesty and learning outcomes of the human excretory system. practically, this research can be used as input or consideration for teachers or teaching staff to use the discovery learning model in the learning process, because it has advantages in terms of understanding concepts. applicatively this research can be used as information material for schools to prepare media or learning materials, especially regarding the discovery learning learning model. references aunillah, n.i. (2011). panduan menerapkan pendidikan karakter di sekolah. jakarta: erlangga. nursaadah, s. et al. / journal of environmental and science education 2 (1) 2022 63 benninga, j. s., berkowitz, m. w., kuehn, p., & smith, k. (2003). the relationship of character education implementation and academic achievement in elementary schools. journal of research in character education, 1(1), 19-32. kusuma, d. (2011). pendidikan karakter. bandung: pt. remaja rosdakaria. pala, a. (2011). the need for character education. international journal of social sciences and humanity studies. vol. 3 (2). priansa, d. n. (2015). manajemen peserta didik dan model pembelajaran. bandung: alfabeta. rosarina, g., sudin, a., & sujana, a. (2016). penerapan model discovery learning untuk meningkatkan hasil belajar siswa pada materi perubahan wujud benda. jurnal pena ilmiah, 1(1). rukajat, a. (2018). manajemen pembelajaran. deepublish. sari, r. n., & amalia, a. v. (2021). the effectiveness of blended learning using moodle on student independence and learning outcomes. journal of environmental and science education, 1(1), 1-7. ni’mah, n., & wardani, s. (2021). the effectiveness of inquiry worksheet with pair checks approach to improve learning outcomes and scientific attitudes. journal of environmental and science education, 1(1), 1-7. supranata, s. (2016). pembinaan dan pengembangan profesi guru buku 4. jakarta: kemendikbud. 20 jese 1 (1) (2021) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/usej the development of green science board game (greecebome) media on environmental pollution toward student interest in learning devita roesikusuma putri1, sri ngabekti2 1department of integrated science, faculty of mathematics and natural sciences, universitas negeri semarang, indonesia 2department of biology, faculty of mathematics and natural sciences, universitas negeri semarang, indonesia article info ________________ received 15 january 2021 accepted 13 february 2021 published 17 february 2021 ________________ keywords: learning media board games environmental pollution interest in learning ____________________ corresponding author: devita resikusuma p universitas negeri semarang e-mail: devita.rosi15@gmail.com abstract this study developed and analyzed greecebome's feasibility as a learning media and to know also analyze the influence toward interest in learning of students. the type of this research is sugiyono's research and development. the subject of this research is eleven students from junior high school. the data collection methods are observation and questionnaires. the results showed an average percentage of media feasibility by a media expert is 91%. a very decent category and average media feasibility percentage by a material expert is 88.75%, with very decent categories. greecebome media is stated to be very well worth use in research after revisions according to the validator's suggestion. the interest in learning assessment from eleven students shows 94% with the category of interest in learning is very high. the assessment results from three science teachers show 96,88% with a very good category. from the assessment results, it can be concluded that greecebome media is learning media that is very decent to support learning activities in class on environmental pollution material and encourage student interest in learning. ©2021universitas negeri semarang putri, d.r. et al. / journal of environmental and science education 1 (1) 2021 21 introduction integrated learning combines various aspects of the subject until the students acquire complete knowledge and skills with meaningful learning activities (firdaus, 2014). according to the ministry of national education (2006), natural science is a science to find out about nature by developing comprehension and application of concepts. science is not only a collection of various concepts, facts, and principles but also discovering and developing also expected as a means for students to study the environment and develop the knowledge they have. in the implementation of natural science learning, the learning is applied oriented, develops thinking skills, develops student learning abilities, increases curiosity, and develops caring and responsible attitudes towards the society and the environment. this is in line with the purpose of integrated science learning, according to bsnp (2008), to improve conceptual understanding by developing discovery and processing skills. learning purposes can be achieved through learning activities that optimize student abilities, such as critical thinking skills, problem-solving skills, and quality learning activities using interactive, creative, fun, and motivating methods. according to hasnunidah (2012), teachers should attempt to create the science learning process so that the learning atmosphere becomes more conducive and students will find it easier to understand the subject matter. learning media is very important to support learning activities in the classroom because learning media can support continuity in learning and involve students to actively participate in learning activities. this is in line with fatimah's opinion (2014), which states that learning media has a role as information carrier technology that can be used for the learning process and the material will be delivered effectively. several things must be considered in choosing the right learning media. according to suprihatiningrum (2013), there are several considerations in choosing the right learning media, such as paying attention to the learning objectives, the learning methods, the characteristics of the learning material, the use of learning media, the ability of teachers to use learning media, and the effectiveness of the learning media compared to the others. based on interviews with science teachers at junior high school 3 semarang located at major general street. di panjaitan no.58, brumbungan, central semarang, semarang city, central java 50135, learning activities in that schools are still teacher-centered, and learning activities tend to be monotonous so that learning motivation and student interest in learning activities are low. besides, the teacher's low knowledge of learning media's importance in reaching the student learning process. the learning process received students' responses through interviews, where students expected to have fun learning activities and use creative learning media so they would be enthusiastic in participating the learning activities. this causes the students' motivation and interest in learning are low, low student activity in class, and low student learning outcomes. the low results can be seen in the final semester assessment (pas) results of science subject. based on the things above, treatment is needed to increase student interest in learning so they become more active in learning activities by using greecebome (green science board game) media because it supported by setyaningsih research (2015) with the board game media, it can increase learning outcomes and learning motivation of 8th grade’s student. greecebome media is a board game based learning media that contains environmental pollution material and it designed by adjusting basic competencies in environmental pollution material. greecebome media consists of one dice, companion card consisting of surprise cards, guess the picture cards, knowledge cards, pollution cards, today cards and reward cards, seven pawns for players, and a guidebook. the way to play this media is almost the same as for board game media in general, but the differences are that this media consists of 5 main areas equipped with a companion card. the companion cards that each player has are different from one another. when players are in these main areas, players are required to take their companion card that matches the area's name and answer the questions on the card on a piece of paper. the time to work on the questions ranges from 5-10 minutes. playing this game needs 2-3 lesson hours and after the time is over, each group will be given a student worksheet (lkpd) to be discussed together. putri, d.r. et al. / journal of environmental and science education 1 (1) 2021 22 method this research method is research and development (rnd) with the research subjects are eleven students from grades 8 and 9. students carry out learning activities using greecebome media then discuss and work on lkpd, followed by filling out the student interest in learning questionnaire sheet on a google form. the type of research used is research and development according to sugiyono (2015) with the following steps: (1) potentials and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) product trials, (7) product revisions. the data collection methods in this study are: (1) the interview method used to determine the learning process in the classroom, (2) the questionnaire method to determine the media's feasibility, student interest questionnaires, and teacher assessment. result and discussion in this study, after the researcher completed the design of the board game media components, the media was validated by media experts and material experts with a total of ten experts. furthermore, revisions are made based on criticism and suggestions from experts. then, a small-scale product trial was conducted with eleven students from grade 8 and grade 9. students carried out learning activities on environmental pollution material in the smallscale trial by using the media board game, then continued for discussing and working on student's worksheets. after working on the student's worksheets, the researcher then explained the material and at the same time discussed the question card in the media. then students are asked to fill out the interest in learning questionnaire sheet on google form to determine the effect of using the board game media on student interest in learning. in addition, the media is also assessed by science subject teachers to determine its effect on student interest in learning. this research for developing greecebome media on environmental pollution material on students interested in learning with the implementation of research carried out on 26th of may 2020 and filling out online questionnaires with research subjects are eleven students from grade 8 and grade 9. the things that were studied included (1) greecebome media feasibility (2) small-scale trial with 11 junior high school students and (3) the response of science subject teachers to greecebome media on environmental pollution material. before greecebome media was used in a smallscale study with 11 junior high school students as research subjects, the media was validated by an expert. the assessment of greecebome media's feasibility was carried out by five media experts and five material experts. each expert will provide suggestions or input for media improvement. validation aims to determine the validity of the media greecebome. the validity assessment is carried out until the media suitable to use in small-scale research activities. media experts in the greecebome media validation were carried out by five experts consisting of lecturers and teachers, including 3 lecturers from t integrated science department, faculty of mathematics and natural sciences, universitas negeri semarang and two integrated science teachers. this research uses a theoretical basis from the national education standards agency (bsnp). indicators of media assessment for media experts consist of several assessment indicators, (1) typography; (2) display, which consists of colors, pictures or illustrations, and layout. the media assessment aspect is assessed by giving a score on each indicator. table 1. results of greecebome media validation by media experts no. aspect percentage category 1. typography 87.5% very good 2. color 92.5% very good 3. picture 87.5% very good 4. layout 93.75% very good the average percentage for greecebome media validation by media experts is 91% with a very decent category and match every criterion on the assessment indicators based on the bsnp. the typography indicator consists of 2 statement items, such as typography on the greecebome media board and typography on the greecebome companion card. according to putri, d.r. et al. / journal of environmental and science education 1 (1) 2021 23 wahyuningsih and setiadi (2019), board game media must pay attention to the appropriate letterforms because decorative letterforms with many variations tend to be difficult to read. display indicators consisting of colors, images or illustrations, and layout. color consisting of 2 statement items, such as the color on the greecebome media board and the color on the greecebome companion card. color plays an important role in board game media. the use of striking colors is good for focusing attention, but if it too much can interfere with vision (wahyuningsih and setiadi, 2019). image or illustration indicators consist of 2 statement items, such as pictures or illustrations on the greecebome media companion board and card. the board game media is closely related to the presentation of images because images are one of the information that can be presented in board game media. according to maghfirothi (2013), illustration in the form of images attracts attention and interest in learning, clarifying ideas, or illustrating facts. the layout consists of 4 statement items, such as the title layout on the greecebome board, the title layout on the greecebome companion card, the right decoration layout and pictures/illustrations on the greecebome board, and the right decoration layout and pictures/illustrations on the companion card greecebome. greecebome media is categorized as a very suitable media for learning activities. the assessment results from media experts were analyzed and considered to make revisions for greecebome media, so the media developed by the researchers are better and feasible to be used for supporting learning activities. greecebome media has a very feasible category according to 5 media experts because the appearance of greecebome media is attractive and equipped with images adapted to environmental pollution materials. the pictures and illustrations can explain environmental pollution material, clear, and easy for students to understand. the print quality is good, so it’s durable to use over and over again. according to ariani (2015), good media has fulfilled quality aspects. one of them is the effectiveness aspect of the resilience of the learning media. in the companion card, in addition, to contain information, some exercises are packaged fun by paying attention to the objectives of learning achievement of environmental pollution material in the form of competitive games to motivate students to learn. therefore, greecebome media can be a learning media that is very suitable to support learning activities because it can reach a very suitable category as a learning media. greecebome media is a learning media arranged as attractive media and junior high school students can use it in studying environmental pollution material. according to tobing, quoted by setyanugrah (2017), board games can teach many things, such as training students' concentration and memory, training students to solve problems, think creatively, and critically. with the board game media, there are three aspects included in it, namely visual (image), audio (discussion, question and answer), and affective (attitude) aspects. in addition to improving students' skill when studying environmental pollution material, greecebome media is designed to be used in groups to discuss and easily convey their opinions related to environmental pollution material. greecebome media is categorized as a learning media that is very feasible because it can achieve the functions and benefits of learning media in general. using greecebome media for learning activities can clarify environmental pollution material even the material presented in it and more in-depth than in the guidebook to improve students' process and learning outcomes. according to triastusti’s statement (2016), the use of board games can help the students to understand and remember the material that has been studied in a comfortable learning way to encourage student interest in learning. the shape and appearance are attractive to increase and direct students' attention when studying to generate enthusiasm and interest in students learning environmental pollution material. interesting media and the application of colors and images according to student characteristics will increase student interest in learning (andini, 2018). use greecebome media as a learning media can provide interesting experiences for students, such as learning activities by using game media for learning material will make learning activities attract students' learning interest. using the greecebome media as a learning media will make students more active in learning activities because students listen to the putri, d.r. et al. / journal of environmental and science education 1 (1) 2021 24 explanations from the teacher and do other activities, like playing and discussing. according to sumberharjo's statement, quoted by tafonao (2018: 108), the role of learning media can be used as the channel sender's message to the recipient and through learning media can also be used as the channel sender's message to the recipient help students to explain something that the teacher conveys. with the use of these tools teachers and students can communicate more confidently and lively. also the interactions are multi-directional. media contains messages as learning stimulants and can foster interest in learning so that students do not become bored in achieving learning goals. greecebome media is very feasible as a learning media according to the criteria for good learning media from arsyad (2013): (1) learning media suitable with the objectives. greecebome media is designed based on the achievement of basic competencies of environmental pollution material, kd 3.8 analyzing environmental pollution and its impact on ecosystems and kd 4.8 making writing about solving pollution problems in the environment based on observations (2) practical, flexible, and enduring. greecebome media has a durable base that can be used continuously, the product results have good quality (3) able and skilled in using. greecebome media has rules which are familiar to students and easy to use. besides, this media is also equipped with a guidebook making it easier for students to use it. therefore, greecebome media can be used as learning media to support learning activities because it achieves a suitable category for learning media. greecebome media is an educational learning media because it is a gamebased media but requires students to understand environmental pollution. greecebome media is a learning media attractively created and designed to be used by junior high school students when studying environmental pollution material and be interested in learning activities. greecebome media categorized as a learning media with very feasible to use because it is able to achieve the functions and benefits of learning media in general, by using greecebome media in learning activities it will be able to clarify environmental pollution material even the material presented in the media is more in-depth than what’s in the guidebook students so that they are able to improve the process and learning outcomes of students, with an attractive design and appearance it can increase and direct student’s attention in the learning activities so it can generate enthusiasm and motivation for students to learn environmental pollution material, by using greecebome media as a learning media it is able to provide an interesting experience for students, using greecebome media which is an educational learning media will make learning activities more interesting for students and they don’t get bored quickly, by using greecebome media as a learning media it will make students more active in learning activities because students not only listen the explanations from the teacher but students also do other activities such as playing and discussing. greecebome media is easy to use and is equipped with a guidebook to make it easier for students. suggestion from the validator about greecebome media is the size of the letter on the companion card which needs to be enlarged or enlarged the size of the card, the background must be changed in another color to contrast with the letter, changing some errors in word, and re-examining the content contained on the companion cards. three lecturers carried out media validation by material experts from department of integrated science and biology and two subject science teachers. table 2. results of greecebome media validation by material experts no. aspect percentage category 1. content eligibility 90% very good 2. serving feasibility 91.67% very good 3. language 83.33% very good the average percentage for media validation by material experts is 83.33% with the very feasible category and meet the assessment criteria of bsnp. the content feasibility aspect consists of 6 statement items. according to sudjana, quoted by rosita (2015), teaching, supporting the content of teaching materials, and material according to the level of student’s thinking must be considered when choosing a learning media. in the presentation feasibility aspect consists of 3 statement item. according to saleh (2010), good putri, d.r. et al. / journal of environmental and science education 1 (1) 2021 25 and interesting material will be able to attract student interest in learning. this is in line with rosita's statement (2015). the selection of appropriate material is expected to foster opportunities for exploration of knowledge, skills and attitudes that make it easier for students to learn. the linguistic aspect consists of 3 statement items. the language used is according with the level of student development and the vocabulary is easy to understand. language plays an important role in learning media. according to rosita (2015), the language used must be communicative so the students will easily understand and all of the students be active and productive. greecebome media is very feasible as a learning media because the companion cards contain materials and questions arranged to achieve the basic competency of environmental pollution material. analyzing environmental pollution and its impact on the ecosystem and writing the idea for solving pollution problems in the environment based on observation results. in the companion cards, some questions require students to analyze, identify a problem, and solve the problem. other than that, there are also simple questions to make sure students understand simple or basic environmental pollution material. on the companion card, there is also material that can increase students' knowledge about environmental pollution material sourced from student books or other relevant sources such as research journals. so it can be concluded that greecebome media is a learning media that can be used to support learning activities because it does not have an attractive appearance. still, the content in this media is designed in such a way to be able to achieve basic competencies in environmental pollution material and be able to increase student understanding of in-depth material. suggestions from the material validator about greecebome media are writing wrong words and reexamining the companion cards' content. after validation by media and material experts, product revisions are carried out according to media experts and material experts' advice. the product revision aims to improve greecebome media according to the advice of media experts and material experts. after the revision was carried out, the product was used for small-scale trials with the research subjects are 11 students from grades 8 and 9 to determine its effect on student interest in learning. student interest in learning has several indicators, such as interest feelings, attention, pleasant feelings, hope, and motivation. to measure students' interest in learning by using a questionnaire sheet. data on the results of interest in learning were obtained after 11 students learned environmental pollution material by playing with greecebome media and ended with a discussion on student worksheets (lkpd) and filling out a questionnaire via google form by each student to find out their interest in learning. the assessment is carried out by choosing a score between 1-4, with the score one given if you do not agree with the statement in the questionnaire, score two is given if you agree, score three is given if you agree, and score four is given if you strongly agree. also, on each item of the statement, students are also asked to provide reasons and at the end of filling out the questionnaire students are asked to provide suggestions to clarify the assessment and use it to improve greecebome media. table 3. results of student interest in learning no. aspect percentage category 1. interest feeling’s aspect 93% very good 2. attention’s aspect 93% very good 3. pleasure aspect’s 94% very good 4. hope aspect 94% very good 5. motivation aspect 96% very good eleven junior high school students carried out small-scale trials by conducting learning activities on environmental pollution material using greecebome media. after finishing playing and discussing working on student worksheets (lkpd), students assess the greecebome media related to their interest in learning when using this media. the assessment is carried out on the learning interest questionnaire sheet on the google form. after the greecebome media, environmental pollution material was declared very feasible and able to improve student interest in learning by media experts and material experts. a revision was made according to the advice of the experts. a putri, d.r. et al. / journal of environmental and science education 1 (1) 2021 26 small-scale use test was carried out with 11 junior high school students to find out student interest in learning after using greecebome media when studying environmental pollution material. the indicators assessed on a small-scale trial are feelings of interest, attention, pleasure feelings, hope, and motivation. the average percentage for learning activities using greecebome media to study environmental pollution material is very high with an average percentage of 94%. this shows that the use of greecebome learning media can increase student interest in learning science on environmental pollution material. during using greecebome media students feel happy when studying environmental pollution material. this is according to slameto's statement (2010), interest has a great influence on learning and learning materials that attract student interest will be easier to learn and remember. the success of learning activities is marked by the acquisition of knowledge, skills, and positive attitudes from students by the expected goals. one of the factors that support the learning activity, such as the use of learning media as an intermediary, container, or connector for learning messages, and directs students to gain learning experiences. learning experiences depend on student interactions with learning media. the right media and accordance with the learning objectives can improve the learning experience and student learning outcomes. edgar dale's opinion on the theory of "cone experience" as quoted by huda (2016) is the basis for the use of media in learning. according to this theory, students must have concrete experiences so there are no wrong perceptions of the knowledge. according to jones, quoted by slameto (2010) interest in learning consists of several aspects: feelings of interest, attention, feelings of pleasure, hope, and motivation. in the aspect of feeling attracted to the percentage of 93% with a very high category which indicates that learning environmental pollution material using greecebome media is considered attractive to students because the material is packaged in the form of a game the attractive appearance of the greecebome media. greecebome media environmental pollution material is arranged so that students are interested in learning activities and solve problems and learn. aspects of student interest when using greecebome media can be seen when students ask about things that have not been understood in greecebome media. students are also interested in finding answers to their questions by reading books and asking their playmates. this is according to slameto (2010) opinion, which states that student interest in an object results in students being happy and interested in working on activities from that object. the percentage of student attention's indicator is 93% with a very high category. there are four indicators in the modified aspect of attention from ayu (2017), (1) listening to the teacher's explanation, (2) using the media as described by the teacher, (3) paying attention to the manual/guide, (4) paying attention when studying the material. greecebome media, environmental pollution material can give more attention for learning activities. indicators of student attention can be seen when listening to the teacher's explanation about the technical play, students playing according to the teacher's technical explanation, and according to the guidebook, students pay attention to the answers of their group friends when answering questions, and discussing each other. greecebome media requires students to pay attention to the cards' questions and the knowledge they have at the time of discussion at the end of the game. it's according to safari's opinion (2003), which states that students who have attention to the lesson will try hard to concentrate while learning and do the assignments given in order to get satisfactory results. the percentage of student feeling of pleasure's indicator is 94% in the very high category. media greecebome on environmental pollution material is interesting and innovative media to support fun learning activities. the indicators of happy feelings can be seen when students seem enthusiastic to work on the questions that are not small in number, can communicate well, be active in groups, and look happy when using greecebome media. according to slameto (2010), it states that when students have feelings of pleasure about learning something, there will be no sense of being forced to learn. the percentage of student expectation indicator is 94% with a very high category. using greecebome media in studying environmental pollution material, it’s hoped that the media can putri, d.r. et al. / journal of environmental and science education 1 (1) 2021 27 help students understand and remember their knowledge about environmental pollution material. this can be seen when students work on the questions on the cards. they try their best to answer questions by opening books and relevant sources to answer questions and understand environmental pollution material and get maximum grades. supriyono (2014) states that if someone is interested in something, they will hope to get satisfying results. the percentage of student motivation’s indicator is 96% with a very high category. greecebome media is designed with practice questions to test basic skills and ability to analyze and write down student's ideas through play and discussion activities. if the student becomes the winner, they will also get a reward besides getting the maximum score. so it motivates and encourages students to actively participate and complete their question cards through fun learning activities, by using greecebome media. according to sugihartono (2013), the existence of motivation in a person will encourage that person to do something to achieve a goal. students interest in learning when using greecebome media categorized is very high. feelings of interest, attention, and pleasure when studying environmental pollution material using greecebome media have a positive impact on student interest in learning. the encouragement of student’s interest, attention, pleasure, and activeness to learn by using greecebome media is able to encourage student interest in learning and it is hoped that students can understand and deepen their knowledge. according to ahmadi (2014), factors that can influence student interest in learning are encouragement from teachers, parents, friends, facilities and infrastructure to support learning activities. teacher encouragement can lead to student interest in learning because of attractive learning strategies and methods also the use of learning media. the use of instructional media is very important for the learning and teaching process because learning media helps teachers provide maximum, effective, and efficient teaching. in the learning process, important components such as objectives, materials, media, and evaluation must be considered because each of these components are interrelated and inseparable. teachers must be able to use the best media to facilitate learning and increase students' understanding of the subject matter. it can be concluded that students interest in learning is very high when using greecebome media to study environmental pollution material. with the conclusion of the assessment are greecebome media as a learning media on environmental pollution material is considered very interesting and creative. the material in it is adjusted to the achievement of the basic competence of environmental pollution material and is even more complete than the material in student books and students are very interested when using greecebome media in learning activities because the material is packaged in the form of games. hence, the learning activities become interesting and subject matter is easier to understand and able to encourage student interest in learning. besides conducting small-scale trials, the assessment for media greecebome was conducted by three science subject teachers by filling out the assessment on a google form. the teacher response questionnaire is used to get information and suggestions about greecebome media. in the teacher response questionnaire, there are eight statements. table 4. results of the response of science teachers no. aspect percentag e categor y 1. environme ntal pollution material will attract interest in learning when using greecebom e media. 100% very good 2. environme ntal pollution material contained in greecebom e media is in accordance with the level of student knowledge 91.7% very good putri, d.r. et al. / journal of environmental and science education 1 (1) 2021 28 3. i am interested in teaching other integrated science material with the help of greecebom e media 100% very good 4. i am more motivated to make learning media innovation s such as greecebom e media 91.7% very good 5. the appearance of media forms and images from greecebom e media attracts and clarifies the delivery of environme ntal pollution materials 100% very good 6. the presentatio n of environme ntal pollution material is structured logically and systematica lly on greecebom e media 100% very good 7. the instruction s for using greecebom e media are clear and easy to understand 91.7% very good 8. greecebom e media is an interesting learning media to use so that it can attract student interest and motivation 100% very good the average percentage from integrated science teachers when using greecebome media is 96,88% with a very decent category. with the conclusion of the three teachers' reasons, greecebome media is a creative and innovative learning media with its arrangement adjusted to the achievement of basic competencies in environmental pollution material and become an attractive learning media for students and able to increase student enthusiasm and interest in learning activities. conclusion the greecebome media on environmental pollution material for junior high school students has a very decent category by media experts and material experts with an average percentage are 91% from media experts and 88.75% from material experts. greecebome media with environmental pollution material is declared very suitable for use as a learning media. greecebome media is a board game-based media that is educational and creative, able to increase students' enthusiasm and activeness in studying environmental pollution material and the design of the media based on the achievement of basic competencies in the environmental pollution material. the greecebome media used in environmental pollution material was carried putri, d.r. et al. / journal of environmental and science education 1 (1) 2021 29 out small-scale testing with the subject are 11 students in eighth and ninth grades. with an average percentage is 94%, greecebome media is very interesting to use during learning activities other than the shape looks creative. students will find it easier to understand environmental pollution material and learning activities will be more meaningful for students to encourage student interest in learning because greecebome media is game-based media. the responses of 3 subject science teachers with an average percentage is 96,88% with very suitable criteria. after all, greecebome media is an attractive learning medium and can live up the learning activities and increase student enthusiasm and abilities. the media is designed to adjust the basic competence of environmental pollution material. acknowledgment first of all, i would like to express my gratitude to allah s.w.t, the most gracious and the most merciful, for the love, guidance, spirit, and strength he gives to me so i can finish this thesis and also to our beloved prophet, muhammad saw, who becomes my inspiration. i would like to thank my supervisor, prof.dr. sri ngabekti, m.s. i really feel grateful for her willingness to be my supervisor, for her time, patience, support, and guidance so i can finish this thesis. without her help, i cannot finish this thesis on time as my plan. i would also like to thank stephani diah pamelasari, s.s., m.hum for her guidance during the making of this thesis until i can finish it and continue in the next step to write the whole thesis and meet my thesis advisor, risa dwita hardianti, s.pd.,m.pd. next, my much gratitude, my special thanks, is dedicated to my family. to my mother and my father, i dedicate this thesis for both of you. thank you for the love, support, and pray. and to my older brothers, i may not the type of person who can show my affection towards people easily, including to you, i may like to tease and scold you, but believe me, your sister loves you. last but not least, thank you to almost all of integrated science department 2016 friends, thank you for the laughs, supports, and the experiences, guys. to all of people whom i appreciate their presence in my life which i cannot mention one by one, thank you all. references arsyad, a. 2013. media pembelajaran. 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with pair checks approach to improve learning outcomes and scientific attitudes nailin ni’mah1 & sri wardani2 1science education department, universitas negeri semarang, indonesia 2chemistry education, universitas negeri semarang, indonesia article info ________________ received 3 january 2021 accepted 11 february 2021 published 17 february 2021 ________________ keywords: inquiry worksheet pair checks learning outcomes scientific attitude ____________________ corresponding author: nailin ni’mah universitas negeri semarang e-mail: nalinnikmah2@gmail.com abstract learning outcomes are important to form intelligent and skilled humans. this study aims to determine the effectiveness of inquiry worksheet with pair checks approach to improve learning outcomes in the cognitive domains and scientific attitudes. the research design used was an experimental control group with pretest-posttest. the research population was eighth grade in smp n 1 semarang. the research sample was taken using a simple random sampling technique. this research applies an inquiry worksheet with a pair checks approach for experimental classes and regular worksheet for control classes. the significance test of learning outcomes in the cognitive domain shows differences in learning outcomes for the two samples. the n-gain value measured the increase in learning outcomes in the cognitive domain. the n-gain value for the experimental class was 0.39, which was in the moderate category. the n-gain value for the control class is 0.27 which was in the low category. the result of the observation shows that the inquiry worksheet with the pair checks approach is not effective in improving scientific attitudes. students' scientific attitude has decreased for every meeting because of constraints for online learning as a result of the pandemic covid-19. the student response to the application of the inquiry worksheet with the pair checks approach was 82.21% which was in the very good category. ©2021universitas negeri semarang ni’mah. n. et al. / journal of environmental and science education 1 (1) 2021 16 introduction permendikbud number 22 of 2016 explains that the learning process is held in an interactive, inspirational manner, motivates students to participate actively, and provides space for student creativity and independence. the learning process produces changes in behavior and abilities called learning outcomes. permendikbud number 23 of 2016 explains that student learning outcomes consist of the cognitive domain (knowledge), the affective domain (attitudes), and the psychomotor domain (skills). learning outcomes are benchmarked to determine student achievement in the material being studied. sardinah et al. (2012) explained that science learning contains three aspects, including results, processes, and scientific attitudes. the scientific attitude becomes research ethics for scientific activities. dasna (2012) explains that scientific attitudes form humans who always use ratio in making decisions. the results of observations at smp n 1 semarang showed that the average grade for class viii e-viii i in semester 1 was 70.8. mulyasa (2013) describes the learning will be successful in the classical if the completeness of student learning outcomes ≥85%. interviews with several students including: (1) students participate less active during the learning process, (2) students do not understand the concept of materials science learning because students are more focused on understanding mathematical equation, (3) students are less active in the lab as a direct experience. using worksheets during the learning process will make it easier for teachers to manage the learning process and make students more active. nugraheni (2018) explains that applying the inquiry model with worksheets provides significantly different learning outcomes. hadi & maidatina (2015) explained that the combination of inquiry learning with cooperative learning would make students more easily understand the concept. based on this background, this research aims to determine the effectiveness of the inquiry worksheet with pair checks approach to improve learning outcomes and scientific attitudes. method the research was conducted online at smp n 1 semarang in the even semester of the 2019/2020 school year. the research population was students of class viii e-viii i. there were 162 students. the research sample consisted of class viii f as the control class and class viii e as the experimental class. the research sample was taken using a simple random sampling technique. this type of research is an experimental control group with a pretestposttest design. the research design is presented below: table 1. experimental control group with pretest-posttest design class pretest treatment posttest experiment y1 x y2 control y3 y4 description: y1= pretest experimental class y2= posttest experimental class y3= pretest control class y4= posttest control class x =application of the inquiry worksheet with the pair checks approach the two sample classes received the same material. the material is vibrations and waves. the control class uses a regular worksheet, while the experimental class uses an inquiry worksheet with a pair checks approach. the methods for collecting data in this research are: 1. test method the test method is used to measure learning outcomes in the cognitive domain. the test questions were tested in ninth grade and validated by five validators using aiken v. 2. observation method the observation method is used to measure scientific attitude. observation consists of two activities. first, observing scientific attitudes when students have discussions during online learning. second, assessing scientific attitudes based on student practicum reports. 3. questionnaire method the questionnaire method was used to determine student responses about the application of the inquiry worksheet with the pair checks approach on the vibration and wave material. 4. documentation methods the documentation method is used to support the research results to be reliable. ni’mah. n. et al. / journal of environmental and science education 1 (1) 2021 17 result and discussion the results of the research consisted of: (1) pretest data, (2) posttest data, (3) scientific attitude observation results, and (4) documentation. the effectiveness of inquiry worksheet with pair checks approach to improve learning outcomes in the cognitive domain the t-test results show tcount=3.62 with a significant level of 5% and dk = 64. these results indicate the learning outcomes of the cognitive domains of the two sample classes are significantly different. the n-gain test shows that the n-gain value in the experimental class is 0.39 in the medium category and in the control class, it is 0.27 with the low category. the improvement of learning outcomes in the experimental class's cognitive domain that applied inquiry worksheet with pair checks approach was higher than the cognitive learning outcomes of the control class using ordinary worksheets. data pretest and posttest in the experimental class and the control class are presented below: table 2. the mean value of pretest and posttest class pretest posttest experiment 53,13 71,34 control 44,91 60 worksheets in learning are highly recommended to support the online learning process. worksheets can help teachers manage the learning process systematically, activate students, and make it easier for them to understand learning material. inquiry worksheet with a pair checks approach serves as a guide for students to carry out virtual lab activities on vibrations and waves during online learning. the worksheet is prepared based on the structured inquiry syntax with the pair checks approach. first, students identify and determine the problem's scope based on the statements presented in the worksheet. second, students plan and predict the results by making problem formulations based on the predetermined scope of the problem. third, an investigation for data collection through a virtual lab using a phet simulation. fourth, interpreting data and developing conclusions. fifth, reflecting. in reality, pair checks don't work very well during online learning. students are burdened with learning pair checks, and students argue that pair checks make learning more complicated. overall, the inquiry worksheet with the pair checks approach makes it easier for students to understand the material's vibrations and waves. syamsu (2017) describes one way to maximize student learning outcomes: good learning resources such as worksheets. the syntax of structured inquiry contained in the worksheet guides students to actively conduct investigations. annafi (2016) inquiry-based learning with students actively seeking their knowledge will have an impact, including (1) increasing student reasoning and the ability to think freely; (2) the knowledge acquired will be lasting and easy to remember; (3) provide the best learning outcomes. students carry out virtual lab using phet simulation individually. sartika (2016) explains that phet is a simulation software that can be accessed for free and can be used as a substitute for real laboratory activities. phet can help students observe abstract physical phenomena and increase students' conceptual understanding of the material being studied through the presented simulation display. the effectiveness of inquiry worksheet with pair checks approach to improve scientific attitudes scientific attitudes are measured using observation sheets. the observation sheet consists of two categories. first, the observation sheet based on the discussion process. second, the observation sheet is based on individual assignments. the scientific attitude indicator in this study consists of six indicators: (1) open to new ideas; (2) responsible; (3) objective; (4) critical thinking; (5) curiosity; and (6) selfdiscipline. the results of the observation of scientific attitudes for each indicator are presented in the following table: table 3. open to new ideas indicator criteria experiment control p1 p2 p3 p1 p2 p3 sb 12 18 15 16 11 8 b 9 2 2 8 10 5 c 6 9 10 6 7 11 k 5 3 5 2 4 8 description: sb = very good p1 =  students at meeting 1 b = good p2 =  students at meeting 2 c = sufficient p3 =  students at meeting 3 k = less ni’mah. n. et al. / journal of environmental and science education 1 (1) 2021 18 table 4. responsible indicator criteria experiment control p1 p2 p3 p1 p2 p3 sb 13 12 11 12 8 10 b 7 7 8 12 10 5 c 7 6 7 6 9 5 k 5 7 6 2 5 12 description: sb = very good p1 =  students at meeting 1 b = good p2 =  students at meeting 2 c = sufficient p3 =  students at meeting 3 k = less table 5. objective indicator criteria experiment control p1 p2 p3 p1 p2 p3 sb 4 5 5 0 3 4 b 9 12 10 4 9 6 c 9 9 10 11 12 8 k 10 6 7 17 8 14 description: sb = very good p1 =  students at meeting 1 b = good p2 =  students at meeting 2 c = sufficient p3 =  students at meeting 3 k = less table 6. critical thinking indicator criteria experiment control p1 p2 p3 p1 p2 p3 sb 4 5 6 4 0 0 b 10 9 8 7 10 7 c 8 8 8 15 13 10 k 10 10 10 6 9 15 description: sb = very good p1 =  students at meeting 1 b = good p2 =  students at meeting 2 c = sufficient p3 =  students at meeting 3 k = less table 7. curiosity indicator criteria experiment control p1 p2 p3 p1 p2 p3 sb 0 0 3 0 2 4 b 11 12 9 8 10 5 c 4 6 9 12 13 9 k 17 14 11 12 7 14 description: sb = very good p1 =  students at meeting 1 b = good p2 =  students at meeting 2 c = sufficient p3 =  students at meeting 3 k = less tabel 8. self-discipline indicator criteria experiment control p1 p2 p3 p1 p2 p3 sb 12 16 10 12 3 5 b 9 3 5 12 21 9 c 5 10 10 5 4 9 k 6 3 7 3 4 9 description: sb = very good p1 =  students at meeting 1 b = good p2 =  students at meeting 2 c = sufficient p3 =  students at meeting 3 k = less an open attitude to new ideas is shown through students being willing to respect other people's opinions and accept the results of the experiment gracefully. a responsible attitude is shown through students carrying out all the tasks given by the teacher. the objective attitude is shown through students reporting the experimental results according to reality and making conclusions based on the experimental results. critical thinking is shown by answering worksheet questions correctly, seeking literacy to support investigations, and answering questions during the discussion. an attitude of curiosity is shown by asking questions during the discussion, formulating problems from the phenomena presented in the worksheet. selfdiscipline is shown by students collecting assignments on time and carrying out discipline during online learning. the application of the inquiry worksheet with the pair checks approach during online learning was not effective in improving students' scientific attitudes. the scientific attitude indicator tends to decrease for each meeting. the decline was due to the implementation of online learning due to the covid-19 pandemic. the presence of coronavirus disease (covid-19) which has been spreading in indonesia at the beginning of 2020 made-face learning in school is transformed into online learning at home. this transformation has challenges and obstacles that cannot be avoided. gusty et al. (2020) explain the challenges during online learning, including (1) teachers find it difficult to measure students' understanding and abilities. face-to-face learning in class allows the teacher to see the development of student behavior directly. still, in online learning, the teacher only sees students' abilities and understanding based on their tasks. teachers can do telecommunication videos to conduct interviews with students, but these activities require a long time allocation; (2) standardization and effectiveness of learning. duplication of student work results during online learning cannot be avoided and controlled; (3) lack of interaction during online learning. interaction between teachers and students for online learning is needed so that teachers can assess the ability of cognitive, affective, and psychomotor students as a whole. one of the factors causing the lack of interaction during online learning is the internet signal. ni’mah. n. et al. / journal of environmental and science education 1 (1) 2021 19 satriawan (2020) explains that students are burdened with the home learning program because the teacher gives assignments in a row according to the lesson plan and the teacher provides the same portion of subject matter between non-pandemic and pandemic conditions. mastur et al. (2020) explain the obstacles during online learning, including students being late in sending assignments, students being lazy to learn during online learning at home, and teachers having difficulty determining who is doing student assignments at home. some of the challenges and obstacles during the online learning cause the worksheet inquiry worksheet with pair checks approach is not effective in improving students' scientific attitude on the material vibrations and waves. the application of the inquiry worksheet with the pair checks approach on vibration and wave material during online learning has advantages and disadvantages. these advantages include (1) the worksheet makes it easier for students to understand the material; (2) worksheets train students to be objective, think critically, respect other people's opinions, be open to new ideas, and have high curiosity; and (3) students get direct learning experiences through investigation. the obstacles to the inquiry worksheet application with the pair checks approach during online learning include (1) students feel confused when using phet simulation, especially operating the buttons listed; (2) students are burdened with the demands of assignments during online learning; (3) limited learning time; and (4) the implementation of pair checks is not effective. conclusion inquiry worksheet with pair checks approach was effective for improving student’s learning outcomes in the cognitive domains. inquiry worksheet with pair checks approach was not effective for improving students' scientific attitudes on vibrations and waves. references annafi, n. (2016). pengaruh penerapan lkpd berbasis inkuiri terbimbing di man 1 kota bima. journal of est vol 2 (2) dasna, i. w. (2012). peran dan tantangan pendidikan mipa dalam menunjang arah menuju pembangunan berkelanjutan. seminar nasional pendidikan. singaraja: universitas pendidikan ganesha gusty, s., nurmiati, & muliana. (2020). belajar mandiri: pembelajaran daring di tengah pandemi covid-19. medan: yayasan kita menulis hadi, s., & maidatina u.k. (2015). pemahaman konsep matematika siswa smp melalui penerapan model pembelajaran kooperatif tipe memeriksa berpasangan pair checks. jurnal pendidikan matematika vol 3 (1) mastur, m., afifulloh, m., & lia n.a.b. (2020). upaya guru dalam melaksanakan pembelajaran daring pada masa pandemi covid-19. jurnal pendidikan madrasah ibtidaiyah vol 2 (3) mulyasa, e. (2013). pengembangan dan implementasi kurikulum 2013. bandung: pt remaja rosdakarya. nugraheni, d. (2018) pengembangan lembar kegiatan siswa berbasis inquiry materi pengukuran untuk meningkatkan kreativitaas siswa. jurnal ilmiah pendidikan ipa vol 5 (2) sardinah, tursinawati, & noviyanti, a. (2012). relevansi sikap ilmiah siswa dengan konsep hakikat sains dalam pelaksanaan percobaan pada pembelajaran ipa di sdn kota banda aceh. jurnal pendidikan serambi ilmu vol 13 (2): 71 sartika, f. (2016). penerapan model pembelajaran numbered head together (nht) melalui virtual laboratorium. jurnal ilmiah mahasiswa pendidikan fisika vol 1(4) satriawan, y. (2020). hardiknas: belajar di rumah, berdamai dengan teknologi di tengah pandemi. voa indonesia syamsu, f.d. (2017). pengembangan penuntun praktikum ipa berbasis inkuiri terbimbing untuk siswa smp kelas vii semester genap. bionatural vol 4 (2) 41 jese 1 (2) (2021) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese development of problem-based motion graphic video on the global warming theme to practice high-level thinking skills and collaborative ability for junior high school students widiyastuti jaya rani1*, indah urwatin wusqo1 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 article info ________________ received 4 mei 2021 accepted 10 agustus 2021 published 30 september 2021 ________________ keywords: problem-based motion graphic video, higher level thinking skills, collaboration ability ____________________ corresponding author: widiyastuti jaya rani universitas negeri semarang e-mail: widiyastutijayarani@students.unnes.ac.id abstract higher order thinking skills are an important part of the 21st century because it demands that a teacher be able to foster students' thinking abilities. in addition, the demands for special skills that need to be empowered in learning activities that must be possessed are collaboration skills. the results of the observations show that smp n 38 semarang still needs to be developed to deliver students to have higherorder thinking skills and collaboration abilities. problem-based motion graphic video media is one of the media developed to train higher-order thinking skills and collaboration skills of students. the results of the feasibility analysis of the media before being tested were very feasible with an average percentage of 95.8% of the results of the media experts and 92.6% of the results of the validation of the material experts. the characteristics of video motion graphics are (1) a twodimensional animation media, (2) the motion graphics developed based on the characteristics of problembased learning, (3) contain question exercises combined with motion graphics that can train students' high-order thinking skills, (4) there are discussion activities that can train collaboration skills, (5) it can be used anytime and anywhere. the results of the analysis of high-order thinking skills of students got a percentage of 68% in the good category. the results of the discussion analysis on collaboration ability get a percentage of above 62.5% in the very good category and the good category. ©2021 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 42 introduction the education system in indonesia adheres to the 2013 curriculum system. the implementation of the education system in indonesia is regulated in the education and culture government regulation number 37 of 2018 concerning core competencies and basic competencies with the aim of the curriculum covering four competencies, namely competence in spiritual attitudes, social attitudes, knowledge and skills. education is becoming increasingly important to ensure that students have the skills to learn and innovate, as well as the skills to use information media technology. digitalization of education is a must in order to create learning in the context of 21st century learning. however, in reality in the world of education students are less required to face social life in terms of sensitivity, tolerance, cooperation, criticality, information literacy in order to be able to solve problems that occur. science learning materials are expected to be better planned and packaged to increase students' curiosity so that the delivery of learning material is meaningful and more attractive to students. science subjects are one part of the world of education that can play a role in training students to develop higher-order thinking skills and train the behavior or attitudes of students to face technological and scientific developments. in the current era of globalization, the development of science and technology is increasingly advanced so that it can be used in all fields, especially the field of education. according to ole et al. (2019) the development of science and technology increasingly encourages renewal efforts in the use of technology results in the teaching and learning process. one of the science materials taught at the junior high school level in grade 7 is global warming. global warming is a material that is closely related to environmental life that can be felt directly by students. delivering global warming material certainly requires a medium that is able to combine the concepts of global warming appropriately, so that it is hoped that it can equip students to think. learning activities will be more effective when used with interesting learning media. learning objectives can be achieved if it is influenced by one of the learning components, one of which is learning media. the media can be in the form of visual or audio visual. the existence of learning media can encourage 21st century skills. skills in the 21st century in the learning process are developed to be trained in the 2013 curriculum. education in the 21st century aims to build students' intelligence abilities in learning to be able to solve problems around them. education that is able to support humans in global competition is education that develops the potential of students. the low level of thinking skills of indonesian students can also be seen in the study program for international student assessment (pisa). the results of the study relating to higher-order thinking skills show that indonesia is ranked 64th out of 65 countries in 2012 and 69th out of 75 countries in 2015, ranking number-in 2018 (saputri et al., 2019). this makes it clear that the ability of indonesian students to solve problems that require higher-order thinking processes is still lacking so that indonesia is placed at the bottom and generally still below the organization for economic, cooperation and development (oecd) average score standard. learning that is applied in the 21st century requires that a teacher be able to foster students' thinking abilities. the ability to think that is tailored to the needs of the 21st century is the ability to think at a high level (high order thinking). higher order thinking skills can make a person curious about new knowledge. students have good high-order thinking skills, they will easily understand the material being studied and be able to relate it to problems in everyday life (wardani & dwikoranto, 2019). this is necessary because in the real world, students are entering the era of the information age where students are surrounded by an infinite variety of information. therefore, high-order thinking skills need to be developed during the learning process so that students have provisions to face the various challenges that will be lived in. in addition, the demands of special skills that need to be empowered in learning activities that must be possessed are collaborative skills. current collaboration skills make collaboration as an interaction structure designed in such a way as to facilitate collective efforts to achieve common goals. collaboration has become an important skill to achieve effective results (fitriyani et al., 2019). with the ability to collaborate, students are also expected to collaborate their knowledge with information obtained in the learning process. collaborative ability is the ability to work together in synergy to adapt to various roles and responsibilities. based on a preliminary study at smp n 38 semarang, it can be seen that learning in class vii has used the 2013 curriculum. learning is a process of communication between students, teachers and learning materials. communication will not run without the help of means of conveying messages or the media. learning media should be seen as an integral part of a learning system and not only as an auxiliary tool that is used when deemed necessary and only used occasionally. rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 43 there are facts about the less than optimal use of technology-based media that supports the delivery of information from teachers to students. the selection and use of appropriate learning media can be stimulating. learning media used in learning activities are only in the form of power points which are less attractive because they only contain the same text as books. this makes students only able to pay attention and does not involve students directly so that the activeness of students becomes less well channeled. in addition, the focus of students during learning activities is still less directed, some students still talk with their friends about things that are not related to learning. low student learning outcomes and not meeting the minimum completeness criteria (kkm) that have been set at school, namely 70. in this study, data were obtained from class vii a, vii b, vii c, vii d, and vii e students in the 2018 academic year tests. 2019 even semester at smp n 38 semarang as many as 163 students, who managed to reach the kkm only 36 students or 22.09% of students and as many as 127 students or 77.91% of students have not reached the kkm. the value obtained from year to year on this global warming material has not increased, many are not complete according to the kkm because students are not trained to solve problems during learning. so that the passive attitude of students which results in low activity in learning so that it affects students' high-order thinking skills (wardani & dwikoranto, 2019). therefore, the low activity in learning results in the cooperative attitude and social interaction of students being less than optimal. therefore, exploration activities provide opportunities to train students to learn to work together and respect the differences they have such as their backgrounds, experiences, abilities and views. therefore, additional learning media are needed that support learning activities for students both inside and outside the classroom. in this research, learning media will be developed in the form of problem-based motion graphics which aims to train higher-order thinking skills and collaboration skills. according to research from oktaviani et al. (2018) stated that the motion graphic video developed is a motion graphic that creates the illusion of motion that contains an explanation of the material aimed at the textbook so that the motion graphic video is monotonous and less attractive. in addition, research from ichsan et al., (2019) states that the motion graphic video developed is to make a learning video containing the process of teaching and learning activities using animation to help teachers imitate it. although many researchers carry out research related to the development of video motion graphics, what distinguishes this research from other research is the development of 2d motion graphic animation which contains problembased question exercises so that students can apply their thinking skills in practicing highorder thinking skills and 2d motion graphics. contains discussion activities so that students can express their opinions in practicing collaboration skills. the 2d motion graphics that will be used in this study are animations that have different visual characteristics. video motion graphics are compiled by applying audio and visuals whose appearance has a sequential plot packed with several phenomena and cases of contextual problems. media video motion graphics provide sound and moving images so that they can attract students' interest in learning. video media is media that has audio and visual elements designed to actively involve the user. with this media students will be more interested because it involves two senses, namely the sense of sight and the sense of hearing (purwanto et al., 2019). the presence of media, especially problem-based motion graphics in learning activities, will help foster students' initial interest which is expected to stimulate further curiosity about the material being taught. this requires students to be more active in expressing opinions. the teacher has implemented various learning methods, such as discussion and question and answer as an effort to sharpen the mind so that students can have higher-order thinking skills, but this still cannot take place optimally, the teaching and learning process carried out by the teacher has not been able to foster higher-order thinking skills because the questions and answers that are carried out are still at the c1 (remembering) and c2 (understanding) levels. this requires an increase in the quality of the questions and answers at the c4 (analyzing), c5 (evaluating), and c6 (creating) levels. in addition, the group discussion method has been carried out, but in conveying the opinions of students, they are not trained in communicating the results of the discussion. this requires an increase in the quality of collaboration in group discussions. with the problem-based motion graphics video, it is hoped that it can train higher-order thinking skills and collaboration skills. based on the description of the background, a research will be conducted with the title: "development of problem-based motion graphic video on the global warming theme to train higher-level thinking skills and collaboration ability of students in junior high schools" based on these descriptions, the problem formulations in this study are: (1) what are the characteristics of the motion graphic video based rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 44 on the problem of global warming that is developed? (2) what is the profile of higherorder thinking skills after participating in the lesson using motion graphic video based on the theme of global warming? and (3) what is the profile of the collaboration ability after participating in the lesson using motion graphic video based on the theme of global warming? . method the research subjects were students of smp negeri 38 semarang class viii and vii d. class viii as a small-scale trial and class vii d as a large-scale trial. the type of research used is development research (r n d) with the addie model, namely analysis, design, development, implementation, and evaluation. the data collection methods in this study are as follows: (1) the method of observing information about the potential and problems that exist in smp n 38 semarang, (2) the questionnaire method used in this study is the validity questionnaire of media experts and material experts, used at this stage. validation of the design to test the feasibility of the media, the readability questionnaire and students' use of the media being developed, was used in the smallscale and large-scale test stages and the questionnaire for assessing student collaboration abilities was used at the large-scale trial stage, (3) the test method was used to know for high-order thinking skills of students after using motion graphic video on global warming material. the test instrument for the analysis of highorder thinking skills of students used the aiken's v formula, the aiken v formula was written as equation 1. 𝑉= σ𝑆 (1) 𝑛 (𝑐−1) where, s = r – lo information: v = validation value s = the total of the difference between the score given by the expert with the lowest score of importance rating r = number given by the assessor lo = the lowest number of validity assessments (for example 1) c = the highest number of validity assessments the results of students' higher order thinking skills were analyzed for each indicator with the equation 2 𝑃 = 𝑓 𝑁 𝑥 100 % (2) information : p = percentage of score obtained f = total score obtained n = maximum number of scores the results of the collaboration ability of students are analyzed for each indicator with the equation 3 𝑃 = 𝑓 𝑁 𝑥 100 % (3) information : p = percentage of score obtained f = total score obtained n = maximum number of scores result and discussion this research is a research and development of motion graphic video media in which the research that has been conducted has obtained results including (1) characteristics of problembased motion graphic video media; (2) profile of high-order thinking skills after learning by using problem-based motion graphics video; (3) the profile of the ability to collaborate after participating in learning using problem-based motion graphic video. feasibility and characteristics of problembased motion graphic video media the first stage is an analysis that defines the problems in the classroom. the second stage is the design stage, which is a systematic process starting from designing the concept and content in the product. the third stage is the development stage which contains the activities of the realization of product designs that have previously been made. based on the feasibility test from material and media experts, it was found that the motion graphic video media was very suitable for use for research because it obtained a percentage score above 81.25%. hidayah & pohan (2021) also did the same thing, where at the development stage, namely the activity of validating the draft of development products and revisions according to expert input. the implementation stage is the stage of trying out products that have been developed in a real learning or environment to research subjects (farida & danuri, 2021). the implementation stage is intended to obtain feedback on the products made / developed. initial feedback (initial evaluation) can be obtained by asking questions related to product development goals. application is carried out referring to the product design that has been rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 45 made. after the revision was made, the motion graphic video media was again validated to experts who provided suggestions for improvements. the following is a slide show of the media before (left image) and after (right image) being revised according to suggestions from the validator. figure 1. revision of addition and size of animal motion graphic video revision of the addition and size of video motion grap animals media experts provide suggestions that the image size is made close to the proportions, this is to show a harmony between the original state and animation so that there is no imbalance and the addition of animal images so as not to stare. this also happened in research conducted by jundu et al., (2020) where he received advice from expert judgment so that the appearance and layout of the image is expected to be proportional to the quality and the point of view of the image must be attractive. percentage scores were 96%, 93%, 94%, 100% and 98%, respectively. from these scores then averaged and obtained a percentage of 95.8%. based on the score obtained from material and media experts, it can be said that the media is very suitable to be used in collecting research data. based on the results of students' responses to small-scale trials, it can be said that the motion graphic video media is very suitable to be used for data retrieval. this is evidenced by the responses of ten students on a small-scale trial which gave a score above 86% in the very feasible category. students' responses to large-scale trials provide more mixed results. as many as 3% of class vii d students responded that the video mption graphic media was feasible to use. meanwhile, 97% of class vii d students responded that the motion graphic video media was very suitable for use. even so, the percentage scores given by students varied from the lowest at 82% and the highest at 100%. based on the overall responses of students both on small-scale trials and large-scale trials, they showed positive results. where it can be concluded that the video motion graphic media developed is feasible for use in learning activities with the acquisition of an eligibility percentage score above 62.50%. the characteristics of problem-based motion graphics used in the media are combined with higher-order thinking and collaboration indicators so that they can train higher-order thinking skills and collaboration abilities of junior high school students. the activities in the graphic motion video are adjusted to the problem-based characteristics. orientation and organize on the problem stimulus in the form of a problem is presented in a motion graphic video that is broadcast on the 01.01 to 01.09 minute on the problem of global warming, then students are given the opportunity to identify these problems. this activity is an initial activity in learning, besides that there are learning objectives so that students can focus more on learning to achieve learning goals. based on the results of the assessment by the validator regarding the delivery of learning objectives in each focused sub-section, the average result of the assessment percentage is 90% with very good criteria and providing stimuli related to real life, the average result of the assessment percentage is 80% which is included in good criteria. . the purpose of providing a stimulus is to provide any stimulus that can be provided by the teacher to their students in learning discoveries, in order to be able to develop thinking skills, and to be able to construct new knowledge in an effort to improve better mastery of the subject matter. problem-based learning is used to stimulate higher-order thinking in problem-oriented situations. this given problem is used to bind students to curiosity about the intended learning. problems are given to students, before students learn the concepts or material with respect to problems that must be solved. this is in line with the research of sajiwo et al., (2019) which states that problem-based learning can help students focus on problem solving in realworld contexts which will encourage students to think about problem situations when students try to solve problems. besides developing higher order thinking skills, it also encourages students to collaborate. solving a problem really requires cooperation and sharing between members. rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 46 an activity "let's discuss" is presented in a motion graphic video which is broadcast from 01.10 to 01.49 minutes about global warming, then students are given the opportunity to hold group discussions. discussion activity is an effort to express ideas, ideas, and opinions about a problem that is the topic of discussion. based on the results of the evaluation by the validator regarding the discussion activities in each subsection that were clearly focused, the average score of the assessment was 85% with good criteria. discussion activities can train students to contribute individually and practice responsibility and respect with the diversity of other group members in collaboration. in addition, the ability to collaborate fosters awareness of social interactions in learning as an effort to create meaningful learning. through learning with collaborative skills, social interactions can be seen that will help individual development. this is in line with the research of fuad et al., (2019) that discussion activities can train collaboration skills. a discussion question was presented on the “observe and analyze” activity in a motion graphic video that was broadcast from 01.50 to 02.55 minutes. then students are given the opportunity to answer the analysis group discussion questions. based on the results of the assessment by the validator regarding the contextual analysis in each sub-section that is clearly focused, the average result of the assessment is 90% with very good criteria. problem solving is a method used to stimulate learning to learners to be able to make them think in real terms and analyze, solve problems and then draw conclusions. as for the steps in analyzing the problem: 1) there is a problem that must be solved. 2) looking for data, facts or information used in solving problems that are being faced or discussed. facts, data and information can be obtained through reading books and other literature, researching, asking questions, discussing and so on, 3) making conclusions, meaning that students must come to the final conclusion about the answer to the problem (syofyan & halim, 2016) . the goal is for students to gather enough information to create and build their own ideas. discussion questions related to problems in real life increase the curiosity and interest of students to solve them.. some problem-based questions were presented in the “let's work on” activity in a motion graphic video that was broadcast from 02.57 to 04.20 minutes. then students are given the opportunity to answer some problem-based questions integrated in motion graphic video. based on the results of the assessment by the figure 2. display of orientation and organizing activities on problem-based motion graphic video problems figure 3. display of problem-based motion graphic video group inquiry activity display figure 4 display of activities to analyze problembased motion graphic video problems rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 47 validator regarding several questions in each sub-section that are clearly focused and in accordance with the indicators of high-level thinking, the average percentage of the assessment is 90% with very good criteria. student activities also show that students are very enthusiastic in trying every new thing for them and students also do not hesitate to ask questions if they feel that there is material that has not been understood during science learning. good student activities in learning support students to build their knowledge and help their thinking become more logical. this is in accordance with the opinion of prastiwi, (2018) who views that most of the cognitive development of children depends on how active the child is in building understanding through experiences and interactions with their environment. in addition, in carrying out investigations, students will gain experience so that they can find the concept of learning through themselves. based on the description above, it can be concluded that for the characteristics of problembased motion graphics, namely (1) it is a twodimensional animation media (2) the video motion graphic developed is compiled based on the characteristics of problem-based learning, (3) contains question exercises combined with motion graphics. can train students' higher order thinking skills, (4) there are discussion activities that can train collaboration skills, (5) can be used anytime and anywhere. profile of high-order thinking skills after participating in the lesson using problembased motion graphics video analysis of students' high-order thinking skills is carried out by analyzing the results of the answers to the questions. integrated problems in the motion graphic video. indicators of highorder thinking skills used in this study refer to megawati et al., (2020) with these six indicators, including (1) students can solve problems, (2) formulate and relate them to contexts in life, (3) students can provide arguments, (4) students can criticize a problem, (5) make generalizations, (6) students can design an idea. based on the criteria for assessing students' high-order thinking skills against the motion grpahic video which is used if it is declared good when it gets a score of more than 62.50% and less than 81.25%. if the assessment of high-order thinking skills of students on video motion grpahic gets a score of more than 81.25% and less than 100% it means very good. based on the overall value analysis, it can be concluded that the percentage achievement of the overall indicators of higher-order thinking skills is seen in figure 6. figure 6. percentage attainment of all indicators of higher order thinking skills based on figure 6, the overall percentage achievement of indicators for high-order thinking skills can be concluded that overall the results of the analysis of the high-order thinking skills test conducted by students obtained good results and were in good criteria with a percentage of 68%. good criteria are found in indicators of solving problems, designing ideas, formulating and connecting with contexts in life. problems integrated in video motion graphics 68% 29% 3% very good good pretty good not good figure 5 display of problem solving activity video motion graphic problem rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 48 can train higher-order thinking skills. this is similar to research conducted by syofyan & halim (2018) that problem solving activities can improve critical thinking and high-level thinking with a percentage of above 60% in the very good category. in addition, research according to primayana et al., (2019) activities to formulate and connect with contexts in contextual life have higher results because it encourages students to link the knowledge and experiences they get at school with their lives. good criteria are found in indicators of providing arguments, criticizing a problem and making generalizations. according to research by agoestanto et al., (2019) the activity of providing arguments produces good results because students need to be accustomed to providing arguments for the answers given in learning. this is in line with ahmad's research (2020), the problems he faces directly, there is an increase in the ability to think criticism will arise by searching for answers or solutions to the problems he faces because of individual curiosity about the problems at hand. in addition, according to research activities to make generalizations obtained high results because students are required to make conclusions or conclusions based on knowledge (experience) developed through case examples. the questions are arranged in such a way as to support these six indicators. for the last indicator, a poster final project on efforts to tackle global warming is taken. the problem solving indicators for this problem is found in questions number 2, 3, 6, 8, 10, 12, 16 and 22. solving a problem is stimulating students to pay attention, examine and think about a problem to further analyze the problem as an effort to solve it. problem. in this indicator students work on questions about the analysis of the process of the greenhouse effect and global warming which is shown by a problem in the form of motion graphics. the results of this indicator are for questions 3, 8 and 22 with the same percentage results 82%, namely the highest percentage falls in the very good category while the lowest percentage falls in the good category. for questions number 16 and 2 with the same percentage results, namely the highest percentage fell in the good category while the lowest percentage fell on the unfavorable category. for questions number 10 and 12 with the same percentage results 82%, namely the highest percentage fell in the very good category while the lowest percentage fell in the fairly good category. for question number 6 with the result that the highest percentage fell in the good category while the lowest percentage 60% fell in the very good category. this shows that students have been able to analyze questions arranged based on problem solving indicators. the problem on indicators to formulate and relate to the context in life is contained in questions number 1, 5, 7, 9, 11, 14 and 19. this indicator helps students connect learning material with the context of students' lives so that they can find deep meaning for what studied. in this indicator, students work on the causes of global warming, which is indicated by a phenomenon in the form of motion graphics. the results of this indicator are for questions number 1, 11 and 14 with the same percentage results, namely the highest percentage falls in the good category while the lowest percentage falls in the good enough category. for questions 5, 7 and 19 with the same percentage results, the highest percentage falls in the very good category while the lowest percentage falls in the good category. for question number 9 with the same percentage results, namely the highest percentage falls in the very good category while the lowest percentage falls in the fairly good category. this shows that students are able to understand contextual questions. problems on indicators of providing arguments are contained in questions number 13, 17 and 20. giving arguments is an activity to strengthen a statement through an analysis with logical evidence and reasons. on this indicator students are asked to give their opinion about actions in an effort to tackle global warming. the results of this indicator are for questions number 13 and 20 with the same percentage results, namely the highest percentage falls in the good category while the lowest percentage falls in the good enough category. for problem number 17, the percentage result is that the highest percentage falls in the very good category while the lowest percentage falls in the unfavorable category. this shows that students are able to give their opinion about the problem. the problem on indicators of criticizing a problem is in questions number 4, 15 and 18. criticizing a problem is the ability to think critically with curiosity about the problem at hand. on this indicator, students are asked to criticize the impact of global warming. the results of this indicator for problems number 15 and 18 with the same percentage results, namely the highest percentage falls in the very good category while the lowest percentage falls in the rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 49 fairly good category. for problem number 4, the percentage results are that the highest percentage falls in the good category while the lowest percentage falls on the good enough and unfavorable categories. this shows that students have been able to criticize the problem. problems on indicators of making generalizations are contained in questions number 21 and 23. making generalizations is an activity in reasoning in making conclusions. on this indicator students are asked to make generalizations about the importance of the greenhouse effect for life. the results of this indicator for problems number 21 and 23 with the same percentage results, namely the highest percentage falls in the very good category while the lowest percentage falls in the fairly good category. indicators of designing an idea can be seen in the results of students' final assignments to make posters about efforts to tackle global warming. based on the percentage results, the highest percentage falls in the very good category while the lowest percentage falls in the unfavorable category. this research is related to the development of problem-based motion graphics videos that are used as a means for students to have higherorder thinking skills and good collaboration. this is in line with research by yunita & suprapto (2021) who also conducted similar research by developing higher order thinking skill-based learning media which aims to introduce students' thinking skills and eliminate rote learning or repetition of information or facts. based on the data above, it can be concluded that the problem-based motion graphic video media used can train students' higher order thinking skills with a percentage of 68% in the good category. the profile of the ability to collaborate after participating in learning using problem-based motion graphic video the support of digital technology, the collaboration ability of students is measured through whatsapp and google documents with a collaboration ability sheet guide which contains four aspects of the collaboration skills adopted by fitriyani et al., (2019), namely (1) collaboration, (2) responsibility, (3) compromise, and (4) communication. the collaboration of students if declared good when they get a score of more than 62.50% and less than 81.25%. if the collaboration ability assessment of students gets a score of more than 81.25% and less than 100%, it means that it is very good. based on the overall value analysis, it can be concluded that the assessment of students' collaboration abilities at meeting 1 to meeting 5 can be seen in figure 7. figure 7. the percentage results of the collaboration ability of class vii d students 1meeting 5 based on the overall achievement from meeting 1 to meeting 5 it can be said that the research carried out has been successful. this can be seen from the treatment carried out through problem-based motion graphic video media on the collaboration ability of students to get a very good category and a good category with a percentage above 62.50%. the problem-based motion graphic video media developed can be used as a means to train students' collaboration skills through the motion graphic video that is presented. where in the implementation of online learning, students ask about the purpose of the animation displayed in the media by providing comments and comments on youtube. the first aspect is working with the indicators, namely conducting problem-oriented activities at the beginning, creating a solution, answering based on knowledge, and helping each other members in the group can be trained through discussion activities by answering the results of online discussions on google documents by involving the use of media that have been uploaded on youtube. the second aspect of responsibility with the indicators is carrying out individual tasks well, doing group assignments well, expressing opinions with reasons, and expressing clear responses trained 0 10 20 30 40 50 60 70 80 90 very good good pretyy good meeting 1 (m1) meeting 2 (m2) meeting 3 (m3) meeting 4 (m4) meeting 5 (m5) p e rc e n ta g e ( % ) rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 50 through discussion activities by answering the results of online discussions on google documents and providing comments / responses to motion graphic based video. problems that have been uploaded on youtube. the third aspect of compromise with indicators, namely submitting opinions according to what is being discussed, proposing an exchange of opinions between groups, asking permission to ask questions, and expressing opinions and focusing on a particular problem, training is not improving because students are less active in proposing an exchange of opinions between groups in an online presentation using google meet. in addition, another reason students have difficulty joining online presentations on google meet is due to signal difficulties and some students do not have the quota to join google meet. the fourth aspect of communication with its indicators is using good language, the language used is not ambiguous, not convoluted, and the language used is easy to understand. during the process of learning activities in the network (online), students are invited to communicate where there are always questions and answers both in the process of delivering material by the teacher via whatsapp, google meet and google documents both orally and in writing. the teacher's questions regarding the material are always related to the video of the global warming process presented in the media. so that to answer these questions students must understand the video that is presented. when answering questions, they tend to use problembased motion graphic video media as assistance such as giving comments or comments on youtube and google documents to strengthen their arguments. based on the data in figure 4:15, it can be seen that the results of students' collaboration abilities are seen in each indicator from the highest percentage from meeting 1 to meeting 5 with the 13th indicator about using good language getting 63% meaning that students in delivering the results of their discussion using standard language, not ambiguous and straightforward. this is similar to research by fitriyani et al., (2019) who also conducted a similar study where according to the results of her research, the audio visual media she developed can train communication skills seen from the results of the presentation of language indicators that are easily understood above 60%. the first meeting was the result of students' collaboration abilities seen per indicator with the second highest percentage, namely the 6th indicator about doing group assignments well, getting 62%, meaning that each student has the responsibility to carry out group assignments through google documents and whatapss well. this is in line with rostyanta et al., (2020) who also conducted a similar study where according to the results of their research, the interactive video media that he developed can foster an attitude of responsibility both individually and in groups seen from the results of the presentation of indicators above 60%. the second meeting was the result of students' collaboration abilities seen per indicator with the second highest percentage, namely the 4th indicator about helping each other in the group, getting 62% meaning that in doing good cooperation among group members this is similar to saputra et al., (2020) who also conducted a similar study where according to the results of their research, the media developed can train cooperation seen from the percentage of indicators above 60%. the third meeting to the fourth meeting was the result of students' collaboration abilities seen per indicator with the second highest percentage, namely the 16th indicator about the language used which was easy to understand, getting 62% meaning that students in communicating the results of their discussions using standard language this is in line with hendriyani & novi ( 2020) also conducted a similar study where according to the results of his research, the video presentation developed was able to train communication seen from the indicators of language use. the profile of collaboration ability after participating in learning using problem-based motion graphic video can be seen in figure 4.8, it can be seen that students have the ability to collaborate which for meetings 1 to 5 there are 49 students in the very good category with a percentage above 82%. the results of the collaboration ability for meetings 1 to 5, there were 89 students in both categories with a percentage above 70% and the results of collaboration abilities for meetings 1 to 5 there were 32 students in the fairly good category with a percentage above 45%. at the first, second meeting, the third meeting, the fourth meeting and the fifth meeting tended to fluctuate, which means that the value from the first meeting to the fifth meeting had increased some decreased even though there were students who had fixed values at each meeting. based on the data above, rani, w.j. et al. / journal of environmental and science education 1 (2) 2021 51 it can be concluded that the problem-based motion graphic video media used can train collaboration skills to obtain a percentage above 62.50% in the very good and good categories. . conclusion based on the results of research on "problembased motion graphic video development on the global warming theme to practice highlevel thinking skills and collaborative ability for junior high school students" the following conclusions can be drawn: the problem-based video motion graphic with the theme of global warming developed in the category is very suitable to be used for research data collection and has the characteristics of video motion graphics, namely (1) a two-dimensional animation media (2) the video motion graphic developed is compiled based on the characteristics of problem-based learning , (3) contains exercise questions combined with motion graphics that can train students' higher order thinking skills, (4) there are discussion activities that can train collaboration skills, (5) can be used anytime and anywhere. the problem-based motion graphic video media used can train students' high-order thinking skills with a percentage of 68% in the good category. problem-based motion graphic video media is used to train collaboration skills to get a percentage above 62.50% in the very good and good categories. suggestions from researchers to follow up on this research are the problem-based motion graphics video developed should use the best quality images so that students do not have misconceptions. the developed problem-based motion graphics video should use a dubber with good quality so that the volume of the dubber is higher than the music instrument.nit is necessary to make very clear orders regarding the final assignment so as not to cause confusion to students. references andriani, e. y. 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(2019). pengembangan perangkat pembelajaran ips berorientasi model problem based learning berbantuan media video untuk meningkatkan hasil belajar siswa kelas iv sd. jurnal review pendidikan dasar : jurnal kajian pendidikan dan hasil penelitian, 5(1), 882. wardhani, d. t., sudiyanto, & muchsini, b. (2018). pengaruh model problem based learning berbantuan video motion graphic terhadap motivasi belajar pada pembelajaran akuntansi di sma. jurnal “tata arta,” 4(1), 51–60. 32 jese 2 (1) (2022) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese the effect of remap cooperative script (remap-cs) learning with wordwall assistance on students’ critical thinking ability wahyu dina saputri1, novi ratna dewi1* 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 doi: https://doi.org/10.15294/jese.v2i1.52981 article info ________________ received 24 december 2021 accepted 22 april 2022 published 26 april 2022 ________________ keywords: remap cooperative script, wordwall, critical thinking ability ____________________ *corresponding author: novi ratna dewi universitas negeri semarang e-mail: noviratnadewi@mail.unnes.ac.id abstract the learning model that can improve students’ critical thinking skills is the remap cooperative script model with the help of wordwall. this study aims to determine the effect of remap cooperative script assisted by wordwall on critical thinking skills and to determine student responses from the application of the model. the research method used is a quasiexperimental design. the sample in this study was taken by cluster random sampling technique. the effect of the wordwall-assisted remap cooperative script model was analyzed using the related t-test. improvements in critical thinking skills were measured using n-gain, and measured the results of student response analysis. the influence of remap cooperative script assisted by wordwall on students’ critical thinking skills as measured by the final related t-test test of 4.12 indicates that there is an influence from the application of the model on students’ critical thinking skills. the increase in students’ critical thinking skills as measured using n-gain in the experimental class was 0.53 while the control class was 0.38. these results indicate that there is a difference in the increase between the experimental class and the control class due to the treatment given. the results of the study were also supported by a very good student response of 82.11%. based on this, it is concluded that learning using the remap cooperative script model with the help of wordwall has an effect on increasing students’ critical thinking skills . ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 mailto:noviratnadewi@mail.unnes.ac.id saputri, w.d. et al. / journal of environmental and science education 2 (1) 2022 33 introduction the development of life in the 21st century requires a person to master various skills. therefore, education is expected to prepare students’ to master these various skills so that they are ready to face the challenges in the future. according to the 21-st century education framework developed by the world economic forum (wef), there are 16 important skills that children need to prepare and possess in order for them to survive and succeed today. these skills include (1) literacy (literacy, skills related to text and languages) (2) numeracy (numeration, skills related to numbers) (3) scientific literacy (scientific literacy, skills related to scientific thinking) (4) ict literacy ( skills related to the use of information technology) (5) financial literacy (financial literacy, skills related to decision-making related to personal finance) (6) cultural and civic literacy (skills related to cultural understanding and rights as citizens). (7) critical thinking/problem-solving (critical thinking skills and solving problems that are in front of them) (8) creativity (creativity, skills to use new perspectives and solutions to solve challenges) (9) communication (skills related to communication capacity with various different people) (10 ) collaboration (skills related to the capacity to synergize and collaborate with team members to achieve common goals) (11) curiosity (skills related to natural curiosity to find out about new things that are happening around them) (12) initiative (related skills with the capacity to start a thing or take the initiative without waiting for orders from others) (13) persistence/grit (skills related to self-management that are able to overcome problems until they finally survive and can finish until the end) (14) adaptability (skills related to the capacity to adapt and flexibility in dealing with external changes what happens) (15) leadership (skills to lead groups towards common goals) (16) social and cultural awareness (skills to recognize and respond to the diversity of social and cultural phenomena). the ability to think critically is one that is needed in this 21st century (samihah & savitri, 2021). according to ennis (2013), critical thinking ability itself can be interpreted as reasonable and reflective thinking to determine what is believed or done. likewise, according to duron (2016) critical thinking ability can also be interpreted as the ability to be able to analyze and evaluate information. and according to facione (2013) critical thinking ability also implies the existence of an interpretation, analysis, evaluation, conclusion, explanation, and selfregulation. thinking skills are abilities that are indispensable in facing life's challenges. these skills include critical thinking skills, creative thinking, and problem solving abilities (kalelioglu & gulbahar, 2014). currently critical thinking skills are very important in everyday life, because to develop other thinking skills, such as the ability to make decisions and solve problems. there are so many phenomena in everyday life that need to be criticized. facione (2011) states that critical thinking is self-regulation in deciding something that results in interpretation, analysis, evaluation, and inference, as well as exposure using evidence, concepts, methodologies, criteria, or contextual considerations that form the basis for making decisions. learning outcomes are behavioral changes that students get after experiencing learning activities. there are three domains of learning, namely the cognitive domain, affective domain, and psychomotor domain (rachmawati et al., 2015). ennis (2011) adds that critical thinking is the ability to think reflectively and reasoned that is focused on what is believed or done. critical thinking skills include basic clarification skills, basic decision making, conclusions, providing further explanation, estimation and integration, as well as additional abilities. supporting factors in the learning process include: teacher creativity, with various models, methods, strategies, media, learning resources and approaches in learning (ismirianti et al, 2016). the remap-cs (reading concept map cooperative script) learning model is a combination of reading activities, concept mapping and the application of the cooperative script cooperative learning model with the stages of developing themes, summarizing readings and making concept maps, reading and correcting each other, working on questions, compiling summaries that will empower students’ critical thinking skills (pangestuti, 2014). the remap cooperative script learning model is a learning model developed by pangestuti from the previous researcher, namely robert slavin. the difference lies in the early stages of this learning model, which is asking students’ to saputri, w.d. et al. / journal of environmental and science education 2 (1) 2022 34 read the material and then compile a concept map first. the preparation of this concept map is expected to make students’ understand and remember a large amount of information related to the concepts they learn while reading (pangestuti, 2015). wordwall is a web application that we use to create fun quiz-based games. with a wordwall of various kinds of game models we can create, this web application is suitable for educators who want to use other approaches in designing and reviewing a learning assessment with online media. wordwall is structured in an easy-to-use method for both teachers and students’, wordwall is also easily accessible using a personal computer or android. so that this wordwall website is very appropriate to use during the learning process. wordwall activities can be used as studentcompleted assignments. the learning website is a guided website used by learners in learning activities to find material classification of objects and classification of living things. in the website there are instructions for activities that stimulate learners to be able to conduct observation and experiment activities independently, and can be accessed at any time (akhlis et al., 2014). use of computer-based technology it is a way to produce or convey material using microprocessor-based sources, where the information or material conveyed is stored in digital form, not in print (susanto et al., 2013; listiaji et. al, 2019). method this type of research is an experimental study with a quasi-experimental design and a nonequivalent control group design. the sampling technique used in this study is a cluster random sampling technique. the cluster random sampling technique is taking several groups from the existing population by taking two classes, one class as the experimental class, one class as the control class the research was conducted at smp n 27 semarang, located at ngesrep timur raya vi no. 4, sumurboto, banyumanik district, semarang city, central java province. the research subjects in this case are students’, namely: 26 students’ in class ix d of smp negeri 27 semarang (one class) in the test phase test, class viii g smp negeri 27 semarang as many as 32 students’ (one class) at the research stage as an experimental class, and the students’ of class viii h of smp negeri 27 semarang were 32 students’ (one class) at the research stage as the control class. the data collection technique used multiplechoice questions based on a grid containing indicators of critical thinking skills, meanwhile critical thinking skills were also observed using an observation sheet on indicators of critical thinking skills carried out by an observer. the instrument tested at the time of the trial consisted of 25 reasoned multiple choice questions. furthermore, at the implementation stage, the questions are reduced to 16 items based on the results of expert assessments and empirical validation in the form of reliability values, differentiating power and level of difficulty. the procedure carried out in the research process is in the form of interviews and observations, followed by the validation stage of learning tools, the test-testing stage, and the implementation stage of learning which includes (1) giving pretest questions before the learning process, (2) implementing the learning process with the remap cooperative script model, (3) provide a review of learning using wordwall games, (4) provide posttest questions at the end of the meeting, (5) provide a questionnaire for student responses to the learning process, (6) the last stage of data processing. the data collection technique was carried out by test and non-test techniques. the test instrument was used to measure students’ thinking ability, the test instrument in this study were pretest and posttest, while non-test instruments were used to obtain an assessment from the observer and the students’ responses to the applied learning model. data analysis was carried out quantitatively. learning tools in the form of syllabus, lesson plans, and lkpd as well as pretest and posttest questions were validated by experts. the questions that have been validated by 5 experts are analyzed for general characteristics including validity, reliability, discriminating power and level of difficulty and items are selected based on predetermined criteria. result and discussion students’ are able to apply the knowledge they have and are able to think critically in finding concepts through the learning process. critical thinking is a reflective and reasonable saputri, w.d. et al. / journal of environmental and science education 2 (1) 2022 35 mindset by focusing on what to believe and do (ennis, 2011). critical thinking ability itself is an attitude of students’ to think reflectively on problems that involve cognitive, analytical, rational, and logical processes (ningsih, et al. 2012). aspects of students’ critical thinking skills in research, namely giving simple explanations (elementary clarification), building basic skills (basic support), concluding (inference), making further explanations (advance clarification), strategies and tactics (ennis, 2011). science learning in junior high schools in accordance with the 2013 curriculum is no longer teacher-centered but student-centered and the teacher becomes a passive party while students are active parties in seeking, processing, and constructing the knowledge received and will affect their critical thinking skills if students’ construct their own knowledge. received. this provides an innovation in the application of wordwall-assisted remap cooperative script learning by involving it along with critical thinking skills needed in the 21st century. the remap cooperative script model with the help of wordwall can be used in integrated science learning to improve students’ critical thinking skills. the results of the study the influence of students’ critical thinking skills in this study was measured using the test method and also the observation method, the test method used was pretest and posttest. pretest data is used to determine the initial condition of students’, while posttest data is used to determine the final condition of students’ in critical thinking skills after being given the treatment of remap cooperative script learning assisted by wordwall. the results of the pretest and posttest data analysis of students’ critical thinking skills obtained that the average pretest in the experimental class and control class was 61.87 in the experimental class and 55.37 in the control class. the posttest results showed differences between the two classes, where the experimental class had an average of 81.87 and 71.84 in the control class. the pretest and posttest data that have been tested for normality are then tested using parametric statistics, namely the t-test related test. the results of the t-test pretest and posttest can be seen in tables 1. table 1. t-test results related to posttest data class average dk tcount ttable experiment 81,87 62 4,12 1,66 control 71,84 based on table 1 shows that the t-test related data posttest there is a difference in the effect on students’ critical thinking skills between the experimental class and the control class after the treatment of the remap cooperative script learning model assisted by wordwall. the improvement of students’ critical thinking skills was also analyzed using n-gain to find out the improvement of students’ critical thinking skills from the initial meeting to the last meeting. the results of the n-gain analysis test can be seen in table 2. below. table 2. the results of the n-gain analysis test experiment ngain control ngain pre post pre post 61,87 81,87 0,53 55,37 71,84 0,38 the n-gain value in table 2. shows that the experimental class is higher than the control class. the experimental class got an n-gain value of 0.53 in the medium category, and the control class got an n-gain value of 0.38 in the medium category. this category is appropriate according to meltzer (2002). the results obtained by the experimental class were higher than the control class. this proves that the increase in students’ critical thinking results in the experimental class is higher than in the control class. based on the results of this increase, it can be seen clearly in figure 1. saputri, w.d. et al. / journal of environmental and science education 2 (1) 2022 36 figure 1. improving critical thinking ability the pretest and posttest data obtained contain five aspects of critical thinking skills, namely providing simple explanations, building basic skills, concluding, making further explanations, and managing strategies and tactics (ennis, 2011). these five aspects are divided into 10 indicators which are then applied to the making of questions. the questions consist of 25 reasoned multiple choice questions which are then tested. then the questions were validated to 5 experts. this question is then used for pretest and posttest to analyze the improvement in each indicator and can be seen in table 3. table 3. analysis of critical thinking skills indicator improvement indicator no. n-gain exp control focus on the question 3 0,63 0,63 analyze questions 1 0,11 0,00 10 0,82 0,67 asking and answer about some challenge or clarify 12 0,53 0,44 observing and considering reports from observations 2 0,86 0,60 11 0,59 0,66 16 0,61 0,51 deducing and considering the results of the deduction 5 0,05 0,03 induce and consider the results of induction 4 0,74 0,67 7 0,12 0,13 create and determine from the considered value 6 0,41 0,33 define the various terms used 13 0,14 0,07 deciding on an action 8 0,12 0,06 15 0,15 0,18 interact with various other people 9 0,85 0,74 14 0,74 0,75 critical thinking skills in this study were also analyzed using observation sheets. the observer's critical thinking ability was carried out for three observations. the observation sheet consists of nine indicators of critical thinking skills as follows: (1) focusing on the question, (2) analyzing the question, (3) asking and answering a challenge or explanation, (4) considering a source used, (5) observing and consider reports from observations, (6) create and determine from the values under consideration, (7) define various terms used, (8) decide on a actions, (9) interact with various other people. students’ critical thinking skills can be seen in table 4. table 4. results of observation of students’ critical thinking ability observation results (%) experim ent type control type 76,56 good 57,81 enough 80,47 good 58,59 enough 81,25 good 60,42 enough 79,69 good 60,16 enough 81,25 good 60,16 enough 77,08 good 56,25 enough 78,91 good 58,59 enough 80,21 good 60,42 enough 81,77 very good 60,68 enough based on the results of the per-indicator observations, it shows that the experimental class gets higher results than the control class, so it can be concluded that the critical thinking ability of the experimental class students’ is higher than the control class. the results of this analysis also show an increase in students’ critical thinking skills at each meeting between pretest average posttest average percent n-gain (%) experiment 61.87 81.87 53 control 55.37 71.84 38 61.87 81.87 5355.37 71.84 38 0 10 20 30 40 50 60 70 80 90 experiment control saputri, w.d. et al. / journal of environmental and science education 2 (1) 2022 37 the experimental and control classes which can be seen in figure 2. figure 2. results of observation of thinking ability figure 2. shows that the results of observing students’ critical thinking skills in the experimental class from the first meeting to the last meeting have a higher position than the control class. these results indicate that the critical thinking ability of the experimental class students’ is higher than the control class based on the results of observations. student response questionnaires were used to determine the effectiveness of the application of the remap-cs learning model during online learning. the questionnaire can be seen in table 5. based on table 5. shows that the results of the student response questionnaire related to the application of the remap-cs model with wordwall got a very good response. the results of this analysis indicate that the learning model applied has a positive impact and is accepted by students’. the remap-cs (reading concept map cooperative script) learning model is a combination of reading activities, concept mapping and the application of the cooperative script cooperative learning model with the stages of developing themes, summarizing readings and making concept maps, reading and correcting each other, working on questions, compiling summaries that will empower students’ critical thinking skills (pangestuti, 2014). the remap-cs learning model has many advantages, namely: 1) groups have richer ideas than those owned by individuals, 2) group members are motivated by the presence of other group members, 3) shy members are free to express their thoughts in small groups, 4) produce better decisions, 5) participation in discussions increases understanding of oneself and others (erlinda, 2017). this learning model is combined with learning media in the form of wordwall games to improve students’ critical thinking skills. the addition of learning media through a game is a natural way to increase one's knowledge and thinking skills (cai et al, 2006). critical thinking ability according to ennis (2011) is something that is done with full awareness and leads to a goal, where one of the main goals that is very important is to help someone make the right and best decisions in life. based on the research that has been done, it shows that the critical thinking ability of the experimental class is better than the control class. this is because the learning process of the learning process applied to the two classes is different. learning in the experimental class uses the remap-cs model with the help of wordwall, while the control class uses the direct instruction method. the learning in this study begins with a pretest at the initial meeting and then continues with three meetings using learning that applies the remap-cs model with the help of wordwall and one final meeting in the form of a posttest. learning in the experimental class is better because the learning model provided is combined with games that attract students’ interest in learning so as to improve students’ critical thinking skills. the results of students’ critical thinking skills were measured using the t-test related and n-gain as well as the observation sheet by the observer which can be seen in table 3, table 4, and figure 2. the results of the related t-test show that tcount = 4.12 > ttable = 1.6 so that it is known that there is a significant difference between the experimental class and the control class because tcount > t table and ho is rejected. based on the data analysis, it can be concluded that learning using the remap-cs model assisted by wordwall has an effect on students’ critical thinking skills. these results are supported by an increase in the treatment given between the experimental class and the control class, which is 0.53 for the experimental class and 0.38 for the control class which can be seen in table 4. table 5. student response questionnaire results, 0 20 40 60 80 meeting 1 (%) meeting 2 (%) saputri, w.d. et al. / journal of environmental and science education 2 (1) 2022 38 4. the discussion learning model can help students’ express their opinions critically 85,16 very good 5. lkpd language is clear and easy to understand. 83,59 very good 6. playing wordwall can practice selfconfidence and teamwork. 85,16 very good negative question 7. the learning process carried out in the classroom does not foster interest in learning and activeness in students’. 78,13 very good 8. science learning by making concept maps and wordwall games affects science lessons in students’ materi light and human optical instruments make students’ feel bored and depressed. 74,22 very good 9. wordwall media used in the learning process is very scary. 81,25 very good 10. games displayed in learning activities are less clear and difficult to understand. 79,13 very good mean 82,11 very good these results are in accordance with armita's (2016) research, the effect of the cooperative model of the teams games tournament type can improve student achievement and critical thinking. in addition, susriyati mahanal et al. (2018) revealed that the remap cooperative script type cooperative model is a learning model that can improve one's thinking, cooperation, and add a dimension of joy for students’ in learning because it can be combined with a game. according to cai et al. (2006) added that learning through a game is a natural way to increase one's knowledge and thinking skills. the results of critical thinking skills that were analyzed based on observations with indicators of critical thinking skills that had been carried out by observers in the experimental class and control class showed significant differences. where the experimental class got 78.93% results and 59.23% in the control class. this shows that the critical thinking ability of students’ in the experimental class is higher than students’ in the control class. so it can be concluded that learning using the remap cooperative script model assisted by wordwall has an effect on students’ critical thinking skills. the combination of learning models with interesting media such as remap cooperative script assisted by wordwall increased students’ critical thinking skills by 0.53 while those that did not combine them with media only increased by 0.38 based on the results of ngain. the results of this study are in accordance with faris et al. (2018) where the technique of combining the learning process with games is a strategy that teachers can do in facilitating the learning process in the classroom. students’ feel happy to learn, increase their knowledge and improve students’ skills when using the game method in the learning process. the learning activities in this study are made as interesting as possible by combining the learning model with a game and prioritizing the student center which makes the classroom atmosphere lively or conducive. this is in accordance with the research of kurniawan & maryani (2015) which states that a conducive environment can increase activeness and critical thinking skills, whereas if the environment is not conducive it will reduce students’ activeness and critical thinking skills, making it difficult to instill concepts in students’. the effect of the remap-cs model assisted by wordwall is supported by analysis in the form of student responses to the learning process. the questionnaire analysis consisted of 10 statements which were divided into 2 categories, namely positive aspects and negative aspects. the positive aspects include no. statement persentase (%) type positive question 1. science learning by making concept maps and playing wordwall games makes science learning on light and optical instruments more interesting and fun 86,72 very good 2. the material that has been delivered by making concept maps can be easily understood by students’. 86,72 very good 3. wordwall media can make it easier for students’ to understand the material on light systems and optical devices 82,03 very good saputri, w.d. et al. / journal of environmental and science education 2 (1) 2022 39 the following: the first statement is "science learning model by making concept maps and playing wordwall games on light and optical instruments makes me more interested and fun" this statement gets a percentage of 86.72% with very good criteria. the second question is “the material that has been presented by making a concept map i can easily understand gets a percentage of 86.72% with very good criteria. the third statement is "wordwall media can make it easier for me to understand the material of light systems and optical instruments." this statement gets a percentage of 82.03% with very good criteria. the fourth statement is "the discussion learning model can help me help me find answers with statements" this statement gets a percentage of 85.16% with very good criteria. the fifth statement “the lkpd's language is clear and easy for me to understand.” this statement received a percentage of 83.59% with very good criteria. the sixth statement is "playing wordwall can train my self-confidence and improve teamwork." this question gets a score of 85.16% with very good criteria. the negative aspects include the following: the seventh statement is "the learning process carried out in class does not foster interest in learning and also my activity." this statement gets a score of 78.13% with good criteria. the eighth statement is “science learning by making concept maps and wordwall games on light materials and human optical instruments makes me feel bored and depressed”. this statement gets a percentage of 74.22% with good criteria. the ninth statement is “wordwall media used in the learning process is very scary for me”. this statement gets a percentage of 81.25% with good criteria. the tenth statement is "the games displayed in the learning activities are less clear and difficult for me to understand". this statement gets a score of 79.13% with good criteria the results of the students’ response questionnaire can be seen in table 5 where most of the students’ gave very good responses with an average percentage of 82.10%. based on the results of the questionnaire analysis of student responses to the remap cooperative script model with the help of wordwall, it can be concluded that it is very good in improving students’ critical thinking skills. in addition, students’ also provide suggestions and open comments which can be seen in the appendix. conclusion the remap cooperative script-assisted learning model that is applied has an effect on students’ critical thinking skills as evidenced the results of the t-test related to the posttest of 4, 12 > 1.66 = ttable. in addition, the results of increasing students’ critical thinking skills were analyzed using n-gain. the results showed that the experimental class got a higher n-gain score than the control class. the experimental class got an n-gain value of 0.53 in the medium category, and the control class got an n-gain value of 0.38 in the medium category. critical thinking ability was also analyzed using observation where the results of observations in the experimental class got a higher score than the control class. where the average observation result in the experimental class is 78.93% while in the control class it is only 59.23%.student responses to learning using the remap cooperative script model are very good, as evidenced by a questionnaire filled out by students’ and getting a percentage of 82.10% with very good criteria . references akhlis, i., & dewi, n. r. 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(2013). pengembangan multimedia interaktif dengan education game pada pembelajaran ipa terpadu tema cahaya untuk siswa smp/mts. unnes science education journal, 2(1). 1 jese 1 (2) (2021) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese development of learning instrument experiential model exploring the surrounding nature to improve science generic skills of junior high school students siti evita rhama dania1*, muhamad taufiq2 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 article info ________________ received 4 mei 2021 accepted 10 agustus 2021 published 30 september 2021 ________________ keywords: e-jas, science generic skills, learning instruments ____________________ *corresponding author: siti evita rhama dania universitas negeri semarang e-mail: dania.evita71@gmail.com abstract this study aims to analyze the feasibility and readability of the experiential model exploring the surrounding nature (e-jas) learning instrument. this type of research is development research which refers to the addie development model. however, this research is limited to only using 4 stages of development, namely: analysis, design, development, and evaluation. this was due to the conditions and circumstances of the covid-19 pandemic. data collection techniques using the method of observation, documentation, and questionnaires. the data collection instruments used validation sheets, student and teacher readability questionnaires. the results of the research that have been done are: validation of the syllabus obtained a score of 0.85. the validation of the learning implementation plan obtained a score of 0.78. validation of student worksheets obtained a score of 0.85. the validation of the evaluation questions obtained a score of 0.86. the readability of students towards learning instruments is 80% in the good category and the readability of the teacher for learning devices is 83.4% in the very good category. it is concluded that the e-jas learning instrument developed is declared very feasible with an average validation percentage of 0.83 and an average readability of 81.7% so it is very feasible to be used to support learning activities. ©2021universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 dania, s.e.r. et al. / journal of environmental and science education 1 (2) 2021 2 introduction science learning is one of the implementation models of the 2013 curriculum.the 2013 curriculum aims to prepare indonesian people to have the ability to live as individuals and citizens who are faithful, productive, creative, innovative and affective and able to contribute to society, the nation and the state and world civilization (kemendikbud, 2018). efforts that can be made to increase the efficiency and effectiveness of the achievement of graduation competencies require learning planning, implementation of learning and assessment of the learning process in accordance with process standards through a learning device. with this demand for professional competence, every teacher in an education unit is obliged to compile a complete and systematic learning device so that learning takes place interactively, inspires, fun, challenges and motivates students to participate, and provides sufficient space for creativity initiatives in accordance with talents, interests, and physical and psychological development of students (tanjung&nababan, 2018). according to alimah & susilo (2016), science learning so far is still centered on cognitive achievement and does not provide direct experience or interaction of students with natural science learning objects directly which are actually very close to students. natural science learning objects directly, namely in the form of phenomena that occur and the natural environment around them. along with the complexity of existing science problems, learning activities in schools also need to prioritize skills development, especially students' generic science skills. science generic skillsare skills that can be used to learn various concepts and solve various scientific problems, to understand abstract concepts in general, high reasoning skills are needed, and to achieve high reasoning abilities students must be familiarized with learning methods. which demands the use of reasoning. students must be trained to use their reasoning in understanding concepts so that students not only use empirical experience but also get used to understanding concepts through their reasoning (agustina et al., 2016). based on the results of preliminary observations at smp negeri 32 semarang, it shows that the learning activities and learning instruments owned by the teacher are complete and in accordance with the 2013 curriculum, but the learning instruments owned by the teacher are learning instruments made jointly with the ipa mgmp group. learning instruments developed by the teacher. this causes the learning instruments made by the teacher to be less relevant to the needs of students. the learning model used by the teacher is relatively the same in every meeting, causing students to become bored while participating in learning activities. classroom management is carried out conventionally so that it does not allow interaction between students, the learning resource used by the teacher is in the form of student books which only contain a summary of material that is theoretical in which the book only contains a summary of learning material and the questions do not contain activities that are can be done by students to gain an experience of getting other learning resources. learning activities in the classroom also have not been seen to facilitate students to improve generic science skills. lack of learning facilities that accommodate practicum activities or conducting an experiment results in low science generic skillsof students. the outbreak of the covid-19 virus in all countries in the world, including indonesia, has resulted in learning that was initially carried out directly and face-to-face in the classroom, now being transferred to distance learning or online learning (darmawan, 2020). this was done to prevent the spread of the covid-19 virus. the minister of education and culture of the republic of indonesia through permendikbud no. 4 of 2020 provides a policy on a series of lessons learned in an emergency situation of the spread of covid-19. (mauly, 2020). the need for an inovation in the development of learning instruments which is expected to be able to improve students' shn during online learning so that students are able to be more involved in learning. one of the learning models that can optimize the kgs of students is the ejas learning model. the novelty of the learning instruments that will be developed, namely the learning activities in the e-jas model developed are carried out online but are still integrated with the environment around students as a learning resource. this is in accordance with research from oktavian & aldya (2020) which states that the use of online learning will be very effective if it fulfills the essential components in learning, namely discursive, adaptive, interactive and reflective with elements that will be very well integrated with the learning environment so that it can be become online learning that is integrated with the environment or fulfills the components of the digital learning ecosystem because it can accommodate learning styles, flexibility and learning experiences of students so that it can generate positive feelings. based on the problems that have been described, the solution to these problems is to develop an experiential model exploring the dania, s.e.r. et al. / journal of environmental and science education 1 (2) 2021 3 surrounding nature (e-jas) to improve the science generic skillsof junior high school students.. method research design & participants this study uses the addie development model. but in this study it is limited to only using 4 stages of development, namely: analysis, design, development, and evaluation. this is due to the conditions and circumstances of the covid-19 pandemic where learning is carried out online and learning time is less than before the pandemic. this study involved experts (teachers and lecturers) as well as one class class ix student at smp n 32 semarang. research instruments the research instrument is in the form of a validation sheet to measure the appropriateness of the learning device, a readability questionnaire sheet to determine the readability of the learning device. feasibility analysis of learning devices the appropriateness of the learning instruments was measured based on the validation results of five validators. the results of the validation were then analyzed using a formula in equation 1 v = ∑ s n (c−1) (1) information: s : r lo lo :the lowest number of validity assessments (in this study the lowest number is 1) c :the highest number of validity assessments (in this study the highest number is 4) r : number given by the validator n : number of validators the results of the scores obtained were then converted into the validity criteria listed in table 1. tabel 1 expert validation assessment criteria no score criteria 1 0,81 – 1,00 very worthy 2 0,61 – 0,80 worth it 3 0,41 – 0,60 enough 4 0,21 – 0,40 less worthy 5 0,00 – 0,20 no worthy (rahmat & irfan, 2019) analysis of the readability of learning devices the results of the student readability questionnaire were classically measured using the equation 1: p = 𝑓 𝑁 𝑋 100% (1) information: p : percentage of score obtained f : total score obtained n : maximum number of scores the results of the percentage of students' readability questionnaires were then converted into the assessment criteria based on table 2. table 2 criteria for students' readability questionnaire assessment pecentage criteria 81,25% < skor≤ 100% veryappropriate 62,50% < skor ≤ 81,25% appropriate 43,75% < skor≤ 62,50% rather appropriate 25,00% <skor≤ 43,75% not appropriate result and discussion analysis based on the results of preliminary observations at smp negeri 32 semarang, it shows that the learning activities and learning instruments owned by the teacher are complete and in accordance with the 2013 curriculum, but the learning instruments owned by the teacher are learning instruments made jointly with the ipa mgmp group. learning instruments developed by the teacher. this causes the learning instruments made by the teacher to be less relevant to the needs of students. the learning model used by the teacher is relatively the same in every meeting, causing students to become bored while participating in learning activities. classroom management is carried out conventionally so that it does not allow interaction between students, the learning resource used by the teacher is in the form of student books which only contain a summary of material that is theoretical in which the book only contains a summary of learning material and the questions do not contain activities that are can be done by students to gain an experience of getting other learning resources. learning activities in the classroom also have not been seen to facilitate students to improve dania, s.e.r. et al. / journal of environmental and science education 1 (2) 2021 4 generic science skills. lack of learning facilities that accommodate practicum activities or conducting an experiment results in low science generic skillsof students. next analysis is competency analysis. environmental pollution material is used as material in this study because this material is closely related to the environment of students. environmental pollution material is very appropriate when taught using the e-jas model, because the e-jas model provides direct experience in the learning process of students through an investigative process by means of exploration by interacting directly with learning objects in the environment around students as the main learning resource. those with a learning process both indoors and outdoors to gain knowledge, skills, and attitudes as a result of their learning through their 5 phases, namely exploration, interaction, communication, reflection and evaluation (alimah & marianti, 2016: 40). design after conducting the analysis, then the preparation of learning device designs that will be developed includes (syllabus, learning implementation plan, student worksheets and evaluation tools) based on the e-jas model, expert validation sheets and teacher readability questionnaires and learners. the design stage includes several planning for the development of learning instruments, namely: (1) basic competency selection (2) initial planning for learning instruments based on competency in subjects (3) designing learning scenarios or learning activities, (4) designing learning instruments and learning evaluation tools with the e-jas approach. development stage of development in the form of validation testing activities learning device ejas. validation is done by expert validators. the input provided by the experts is used as a reference for revising the product. revisions are made based on the suggestions given by the validator. the revision process is carried out repeatedly in order to obtain learning device products that are declared feasible and valid by the validators so that the learning devices are ready for use. learning instrument validation results syllabus the syllabus developed is an e-jas based syllabus on environmental pollution material. in this syllabus there is an e-jas model syntax which is then adjusted to learning activities on environmental pollution material. in this environmental pollution material students are more emphasized to explore their surroundings. this aims to find their own learning resources so that students are not fixated on the material in their books. this is in accordance with the research of alimah (2016) which states that exploration of the biology learning design with the ejas model requires students to be able to design and develop their ideas or experiences through the process of investigating the environment for the problems they face and to find solutions to problems, it is necessary to apply metacognition processes. table 3 results of syllabus validation no rated aspect result explanation 1. contentsuitabilit y 0.86 very worthy 2. depth of material 0.73 worthy 3. learning activities according e-jas 1 very worthy 4. learning activities facilitate kgs 0.93 very worthy 5. online learning activities 1 very worthy 6. assessment techniques 0.66 worthy 7. learning resources 0.86 very worthy 8. language 0.8 worthy average 0.85 category very worthy based on table 2, the average validation results by experts on the syllabus is 0.85 and falls into the very feasible category. the aspect that received the highest assessment was learning activities that had been compiled online and were in accordance with the syntax of the e-jas model. meanwhile, the aspect that received the lowest score was the assessment technique. improvements made are by adjusting the assessment techniques used with the learning indicators that will be achieved at each meeting. in accordance with research from zubaidi (2015) which states that an assessment to measure the dania, s.e.r. et al. / journal of environmental and science education 1 (2) 2021 5 competence of students is arranged based on the indicators to be achieved in the material being taught. after repairs are made, the syllabus is declared valid and feasible by the validator. leasson plan the leasson plan format was developed in accordance with the ministry of education and culture circular letter number 14 of 2019 concerning the simplification of the learning implementation plan which is carried out on the principle of being efficient, effective and studentoriented and only consists of learning objectives, activity steps) learning and learning assessment (assessment). the lesson plan developed in this study is the lesson plan with the e-jas model which is then adjusted to learning activities on environmental pollution material. the lesson plans developed therein contain several aspects, namely: the identity of the lesson plans, kd, learning objectives, indicators of completeness achievement, assessment, learning activities, the learning media used and the learning resources of students. learning activities designed in the lesson plan are expected to be able to improve students' generic science skills. because in this lesson plan emphasizes on finding learning resources by students through their surroundings and allows them to make observations either directly or indirectly using their five senses. this is in accordance with research by ratnasari&risti (2018) which states that at the exploration stage, students are given the opportunity to make the most of their five senses in interacting with the environment through activities such as practicum, analyzing articles, discussing natural phenomena, observing natural phenomena or social behavior, and others. alimah's previous research (2014) also stated that learning activities in the form of designing activities to explore learning resources in the surrounding environment in accordance with the exploration phase in the ejas model were able to train students to: (1) identify variables in the surrounding environment, (2) explain the relationship of variables -variables selected, (3) formulate hypotheses based on problems encountered during observations, (4) design exploration activities based on the results of problems that exist in their learning environment, (5) carry out exploration, (6) process information on exploration results in the field , (7) mastering knowledge / concepts based on exploration results, (8) being scientific, (9) thinking strategically, (10) communicating scientifically, (11) using technology, and (12) being critical and rational. the results of the assessment of the feasibility of the leasson plan based on the validation of several experts are presented in table 4. tabel 4. results of lesson plan validation no rated aspect result explanation 1. completeness of components 0.66 worthy 2. leasson plan identity 0.73 worthy 3. learning objectives 0.60 decent enough 4. learning activities according ejas 0.93 very worthy 5. learning activities facilitate kgs 0.86 very worthy 6. learning sequences 0.80 worthy 7. clarity of learning scenarios 0.80 worthy 8. online learning activities 1 very worthy 9. assessment techniques 0.60 decent enough 10. completeness of evaluation instruments 0.80 worthy 11. time allocation 0.73 worthy 12. language 0.86 very worthy average 0.78 category worthy based on table 4 the average score for the assessment of the feasibility of the lesson plans developed is 0.78 and is in the feasible category. the aspects that get the highest assessment are learning activities carried out online and in accordance with the e-jas syntax. while the aspects that received the lowest assessment were assessment techniques and learning objectives. at first the learning objectives did not have a degree aspect so improvements were made by adding the degree aspect to the learning objectives. by using the abcd format on dania, s.e.r. et al. / journal of environmental and science education 1 (2) 2021 6 learning objectives, we can see how the ongoing learning process is in accordance with the learning objectives contained in the lesson plan or not (chairani, 2019). after repairs are made, the syllabus is declared valid and feasible by the validator. student worksheets student worksheets developed in this study are e-jas-based student worksheets. the student worksheet designed in this study has scientific steps in accordance with the syntax of the e-jas model which consists of exploration, interaction, communication and reflection activities. the developed student worksheet is expected to be able to develop students' generic science skills. student worksheet is designed to be carried out independently for students considering that currently it is still in the covid-19 pandemic condition which does not allow students to carry out activities in groups. the activities in the student worksheet are more emphasized to do simple experiments that students can do independently at home, this is done so that students are able to hone their generic skills. table 5 results of student worksheet validation n o rated aspect result explanati on 1. completeness of components 0.66 worthy 2. identityworksheet s 0.86 very worthy 3. clarity of instructions 0.86 very worthy 4. problems presented by training kgs 0.80 worthy 5. learning activities according e-jas 0.93 very worthy 6. pictures and illustrations 0.73 worthy 7. ebi compliant language 1 very worthy 8. communicative language 0.93 very worthy 9. language according to cognition 0.93 very worthy average 0.85 category very worthy based on table 5, it shows that the average score of the feasibility assessment of the developed student worksheets is 0.85 and is in the very feasible category. the developed student worksheets are made online but are still integrated with the students' environment as a learning resource. this is in accordance with research from oktavian&aldya (2020) which states that the use of online learning will be very effective if it fulfills the essential components in learning, namely discursive, adaptive, interactive and reflective with elements that will be very well integrated with the learning environment so that it can be become online learning that is integrated with the environment or fulfills the components of the digital learning ecosystem because it can accommodate learning styles, flexibility and learning experiences of students so that it can generate positive feelings. the increase in students' science generic skillsoccurs because students are actively and directly involved in learning activities, such as looking for information about a given problem, conducting experimental activities to prove their hypothesis, and asking the teacher if there are things they do not understand. this causes learning to no longer be teacher-centered, but student-centered (sungkawaningtyas, 2018). syntax of the e-jas model, namely the exploration stage, it can facilitate students to carry out activities that can improve their kgs. because the exploration phase gives students the opportunity to develop their ideas and experiences through investigative activities on the environment. investigating the environment begins with observation activities so that students are able to find problems that originate from the environment. the problems that are formulated are solved / sought for solutions with the help of the five senses through interaction with the learning environment in accordance with the object of the study of the material being studied by students (alimah, 2016). this is in accordance with research by ratnasari&maulidah (2018) which states that at the exploration stage, students are given the opportunity to make the most of their five senses in interacting with the environment through activities such as practicum, analyzing articles, discussing natural phenomena, observing natural phenomena or social behavior, and others. dania, s.e.r. et al. / journal of environmental and science education 1 (2) 2021 7 evaluation tools the evaluation tool used in this study was 45 multiple choice questions. the question will then be validated by 5 validators consisting of 2 lecturers and 3 teachers. problems that are valid with the calculation of aiken v, then the questions are tested on students and analyzed for their reliability, difficulty level and differentiation. the validation of the evaluation tool in the form of multiple choice test questions by the expert obtained a score of 0.86 with the very feasible category. based on the results of the analysis, the 30 best questions were taken to be used for the pretest and posttest. in these 30 questions, there are generic skill indicators, namely: 3 questions for concept building indicators, 4 questions for indirect observation indicators, 7 questions for logical inference indicators, 4 questions for causal legal indicators, 5 questions for logical framework indicators, 3 questions for the scale awareness indicator and 2 questions for the symbolic language indicator. readability of learning instruments in general, the readability aspect relates to things related to ease of reading, namely the ease of language (vocabulary, sentences, paragraphs, and discourse), written form or topography, wide spacing, graphic aspects, the attractiveness of presenting learning instruments according to interests. readers, the density of ideas and information in the reading, the beauty of the writing style, conformity with standard grammar, and the ease of understanding the systematic presentation of the material (dewi&arini, 2018). the readability test of learning devices is carried out by providing a questionnaire for the readability of learning instruments for teachers and students. this readability test was conducted online. readability of learners against learning devices the readability test of students against the learning instruments developed aims to determine the level of ease and difficulty of students understanding the content of the learning instruments developed, especially on student worksheets, because these student worksheets will be used directly by students during learning activities. the readability test of students was carried out by 15 students. table 6 table of students' readability results no rated aspect result explanation 1. the novelty of learning instruments 88 veryappropr iate 2. image display and color worksheets 82 veryappropr iate 3. layout of student worksheets 77 appropriate 4. easily differentiate between sections of the worksheets 84 veryappropr iate 5. straightforward language 73 appropriate 6. clear font & size 83 veryappropr iate 7. commands on worksheets are easy 72 appropriate 8. the questions on lkpd are easy to understand 75 appropriate 9. there are no writing errors 93 veryappropr iate average 80% category veryappropriate based on the results of the student worksheet readability analysis, the students' readability assessment score was 80% and it was in the good category. in addition, students were also asked to write words that were not understood by students. in line with the research of yuliana et al (2012) which states that a one-on-one evaluation of the module's readability level aims to analyze the module's readability level by identifying errors in the module, identifying words that are difficult to understand and identifying student reactions to the module at the time. based on the results of the students' readability questionnaire, there were several words that were still not understood by students, namely, hypothesis, operculum, and frequency. therefore, improvements were made by adding a preface that explained the word hypothesis, operculum and frequency so that students could more easily understand the student's worksheet. this is in accordance with the research of amelia &fitrihidajati (2018) which states that readability is related to the reader's understanding, this is because every reading that has good readability will have its own charm that allows the reader to immerse himself in reading. the level of readability for dania, s.e.r. et al. / journal of environmental and science education 1 (2) 2021 8 readers depends on the level of difficulty or ease of reading a text at a certain level. in addition to being asked to assess student worksheets, students are also asked to provide suggestions and input for the student worksheets. the suggestions given by students are: (1) i don't understand some of the words and language used in this lkpd, so the sentences can be clarified again. (2) the language in the student worksheets is not clear, please clarify again so that everyone understands (3) i think the language used is clear and easy to understand. (4) at the beginning of sentences that use numbers are not evenly distributed. the improvements made by the researcher were by choosing words that were in accordance with the level of understanding of the students, as well as making sentences more concise and not too long so that students could more easily understand the sentences and commands on the student worksheets. this is in line with fatin's research (2017) which states that longer sentences tend to be more difficult when compared to short sentences. long sentences tend to have more ideas because they generally don't consist of single sentences, but complex sentences. this complex sentence will certainly affect the memory span of legibility. teacher readability of learning devices the teacher's readability test of the learning instruments developed serves to determine the level of the teacher's readability of the learning instruments developed. the results of the teacher's readability test of the learning devices developed are presented in table 7. based on table 7, the teacher's average readability score for learning devices shows the percentage of readability assessment 83.4% is in the very good category and is suitable for use in teaching and learning activities with a slight revision. these results also indicate that the learning instruments developed have legibility when used by the teacher in the learning process. table 7 table of teacher readability questionnaire results no rated aspect result syllabus lesson plan work sheet quiz 1. the novelty of learning instrument s 77 77 88 88 2. writing form 88 88 88 88 3. font size 88 88 88 88 4. attractive image illustration 77 88 77 77 5. image layout is appropriat e 66 77 77 77 6. language is easy to understan d 88 88 88 88 average 83.41% category veryappropriate conclusion the e-jas learning device model to improve the science generic skillsof junior high school students developed was declared very feasible based on the average validation score of 0.83 so that it could be used in science learning in smp class vii semester 2 on environmental pollution material. students readability of the learning instruments developed was 80% in good category and the teacher's readability of learning instruments was 83.4% in the very good category. the readability of the developed e-jas learning device for junior high school students was stated to be good with an average readability percentage of 81.7% so that it could be used in science learning in junior high schools. class 7 semester 2 about environmental pollution material dania, s.e.r. et al. / journal of environmental and science education 1 (2) 2021 9 references agustina, s., muslim, m, & taufik. 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(2019). design and build of computer interactive learning media and basic networks in vocational high schools. electronic and informatics engineering vocational journal, 7(1), 48-53. ratnasari, a., & maulidah, r. (2018). the effect of the 7e learning cycle model on students' science generic skills on environmental pollution materials at smp negeri 1 balongan indramayu. journal of mangifera edu, 3(1):1-15. sungkawaningtyas, e. (2018). improving science generic skills and science (physics) learning outcomes with learning cycle 5e model accompanied by experimental methods for class ix-c students of smp negeri 1 beji. journal of science learning, 2(1), 13-18. tanjung, h. s., & nababan, s. a. (2018). development of problem-based learning model-oriented mathematics learning tools (pbm) to improve critical thinking skills for high school students in kuala nagan raya aceh. genta mulia: scientific journal of education, 9(2):56-70. yuliana, e., sadjati, i. m., & fadila, i. (2012). assessment of the level of readability of dania, s.e.r. et al. / journal of environmental and science education 1 (2) 2021 10 module materials through formative evaluation. journal of open and distance education, 13(2):113-124. zubaidi, a. (2015). curriculum development models and arabic learning syllabus. scholar: journal of education and society, 13(1): 107-122. 32 jese 1 (2) (2021) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese analysis of students’ metacognition ability through problem based learning assisted by worksheets on environmental pollution material fivi fari dhotul ummayah1*, novi ratna dewi1 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 article info ________________ received 4 mei 2021 accepted 10 agustus 2021 published 30 september 2021 ________________ keywords: metacognition ability problem based learning worksheets environmental pollution ____________________ *corresponding author: fivi fari dhotul ummayah universitas negeri semarang e-mail: fiviummayah35@gmail.com abstract metacognition ability are important for students to be able to organize and examine their thinking processes. in fact, the seventh grade students of smp negeri 13 semarang do not yet know their metacognitive abilities and teachers have not deliberately built students' metacognitive abilities in various lessons with certain strategies. problem-based learning (pbl) has the potential to build students' metacognitive abilities. this study aims to analyze the profile of students' metacognitive abilities through pbl assisted by environmental pollution worksheets. this research is a mix method approach which refers to sugiono with a sequential explanatory strategy. quantitative data were obtained through test, while qualitative data were obtained through a metacognition ability questionnaire. the sample used was class viib and selected by purposive sampling. the results based on the test analysis showed that the viib students had the most level 3 metacognition ability with a percentage of 54% and based on a questionnaire reach 76%. students with the level 3 metacognition ability are able to develop their thinking processes and have poor analytical power. students with level 1 and level 2 metacognition abilities have not been able to develop their thinking processes and have poor analytical power. students with level 4 and level 5 metacognition abilities are able to develop their thinking processes and have good analytical power. students responses analysis about pbl assisted by worksheets are in the good category. learning with the right method is needed in building and developing students' metacognitive abilities for the better. ©2021 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 ummayah, f.d.d. et al. / journal of environmental and science education 1 (2) 2021 33 introduction graduate competency standards (skl) at the junior high school level in indonesia in the knowledge dimension include metacognition abilities listed in permendikbud number 54 of 2013. metacognition abilities are part of higherorder thinking skills in 21st century learning (febriana & mukhidin, 2019). metacognition abilities need to be possessed by students to be used in the learning process. students who are able to build their metacognitive abilities will be able to provide knowledge about self-awareness to better understand the concept of thinking on the material they want to study. metacognition refers to higher order thinking skills that involve active control over cognitive processes in learning which is defined as "thinking about thinking" (livingston, 1997). there are three essential skills that enable the regulation of the cognitive process, namely planning, monitoring, and evaluation. according to haryani (2012) metacognition ability is an ability or mental activity in cognitive structures carried out by individuals to regulate, control, and examine their thinking processes. metacognition abilities help students to be able to manage their learning process independently and be able to think critically, so they can make the right decisions in overcoming the problems at hand (magno, 2010). metacognition ability can be known by measuring it in a lesson. science learning is one of the subjects that requires metacognition skills to achieve knowledge understanding. science deals with how to find out about nature systematically and is also a process of discovery (yatno et al., 2015). science learning focuses on how students reconstruct the knowledge they have. the results of the reconstruction of knowledge obtained by students are in the form of facts, principles, laws, and theories related to the phenomena being discussed (magno, 2010). students need to have metacognitive abilities which can then be developed through the learning process. sumampouw (2011) states that metacognition needs to be developed to improve higher-order thinking skills that lead to improving the quality of education. the results of observations and interviews with a science teacher at smp negeri 13 semarang whose address is jl. lamongan raya, kec. gajahmungkur, semarang city, central java 50236, has a problem, namely the teacher has not been able to know the extent of metacognition abilities that have been achieved by students. teachers have not deliberately developed their students' metaconetic abilities. the results of interviews with students also revealed that when working on questions where the material had been explained by the teacher, many of them were still hesitant to give answers. this is because the problemsolving process in questions requires good metacognition skills in order to be able to use proper and structured thinking processes and steps to do things. meanwhile, daily test tests, midterm assessments (pts), and end-of-semester assessments (pas) still use ordinary multiple choice, so they can only be used to determine cognitive achievement and cannot determine students' metacognition achievement. this is in line with the results of research by dewi et al., (2017) which examined metacognitive competence in junior high schools which showed that teachers needed to develop metacognitive abilities in junior high school students. building students' metacognition abilities can be done through problem-based learning, because this learning has the most potential to build five levels of metacognition. haryani (2012) states that metacognitive competence can be measured through tests as a metacognitive indicator of conceptual mastery. there are five indicators of the level of metacognition that are used according to haryani (2012), including: level 1: awareness of the thought process and the ability to develop it, level 2: developing an introduction to thinking strategies, level 3: systematic procedural reflection, level 4: transferring procedural experiences to context others and level 5: linking conceptual understanding with procedural experiences. delivery of knowledge that emphasizes learning in the active role of students or students as a learning center (student centered). problembased learning (pbm) was chosen because it was able to help students improve the development of reflective, critical, and active learning skills. the pbm model also facilitates the success of problem solving, communication, group work and interpersonal skills better than other learning models (resti, 2017). the pbm model has a syntax, namely organizing students to learn, guiding students in the problem-solving process, presenting work, and evaluating (sudarmin, 2017). the teacher facilitates investigations and encourages students to raise or create questions that develop them for further investigation. one of the science materials that can be taught through the pbm model is material about environmental pollution. this material has many problems and applications related to everyday life. the science learning process will be more meaningful when linked to the real world of students. students learn and understand themselves and the environment around them, so that the learning experience is more applicable. according to fitriana (2016) states ummayah, f.d.d. et al. / journal of environmental and science education 1 (2) 2021 34 that to improve students 'metacognition abilities, supporting tools are needed to help implement the learning model, because the learning model alone is not enough to improve students' metacognition abilities. one of the learning support tools that can be used is student worksheets which function to control and direct learning activities properly (lks). students' metacognition abilities can be trained using worksheets adapted to the learning syntax to ensure that learning is carried out according to the stages. research by horak & galluzzo (2017) states that pbm can improve student achievement and the quality of learning in the classroom. amir & kusuma (2018) research results suggest that contextual pbm devices can improve students' metacognition abilities. satwika et al., (2018) also support that pbm is able to improve critical thinking skills which include higher order thinking skills in students. pbm is also able to significantly improve students' critical thinking skills on the concept of static electricity compared to conventional learning (herayanti & habibi, 2017). therefore, choosing the pbm model for junior high school students in science subject matter will have the potential to build higher thinking skills. one of these abilities is metacognition ability. students are expected to be able to develop and improve their abilities as the student's educational level increases. research with the title "analysis of student metacognition ability through problem based learning aided by environmental pollution material worksheets" needs to be carried out. this research was conducted at the junior high school (smp) level as a first step to improve the learning process to focus on the active role of students. this analysis includes a preliminary study activity to obtain data about the profile of the level of metacognitive ability of students at smp n 13 semarang. students with known metacognition through this research are expected to be able to practice their metacognition skills in other lessons. method the research that has been carried out is the type of combined research (mix methods), which is a type of research that combines quantitative and qualitative data in research. this type of mix methods research is sequential explanatory, a research method that combines quantitative and qualitative methods sequentially (sugiyono, 2017). the research design uses a one shot study case pattern, this design uses a group that is given a certain treatment which then observes the results. this research was conducted at smpn 1 semarang in the second semester of the 2019/2020 school year. the sample of this research was class vii students and only took one class, namely class vii b with a total of 32 students. data collection techniques in this study include metacognition ability tests (form of description questions), questionnaires (metacognitive abilities and student responses), interviews and documentation. quantitative data analysis in this study were in the form of: (1) students 'metacognition abilities based on tests, (2) students' metacognition abilities based on questionnaires (3) student responses to learning based on questionnaires, while qualitative data analysis was in the form of interview results. result and discussion student metacognition outcomes the research that has been carried out aims to obtain a profile of students' metacognition abilities in problem-based learning assisted by student worksheets. the profile of students 'metacognition abilities in research through posttest analysis, metacognition ability questionnaires, interviews and student responses to learning that was carried out in class vii b. the results of the recapitulation of students' metacognitive ability levels based on test results can be seen in table 1 below: table 1. achievement of metacognition level interval score criteria number of students 51 < x ≤ 60 level 5 1 42 < x ≤ 51 level 4 3 33 < x ≤ 42 level 3 17 24 < x ≤ 33 level 2 9 15 < x ≤ 24 level 1 2 class viib students have the most metacognition abilities at level 3. then the large percentage of the achievement of these students' metacognition abilities can be seen in figure 1. figure 1. percentage of metacognition level achievement 6% 28% 54% 9% 3% persentase pencapaian tiap level metakognisi level 1 level 2 level3 level 4 level 5 ummayah, f.d.d. et al. / journal of environmental and science education 1 (2) 2021 35 level 1 (aware of the thought process and able to describe it), level 2 (developing an introduction to thinking strategies), level 3 (reflecting evaluative procedures), level 4 (transferring knowledge and procedural experiences to other contexts) and level 5 (connecting conceptual understanding with procedural experience). metacognition ability is also viewed from metacognition indicators at each level. this review provides an overview of the magnitude of achievement at each metacognition level indicator. the amount of achievement of metacognition indicators can be seen in table 2 below: table 2. percentage of metacognition indicator achievement no information achievement (%) 1 indicator 1 55 2 indicator 2 60 3 indicator 3 67 4 indicator 4 57 5 indicator 5 38 indicator 1 identifies information, indicator 2 decides the most suitable operation, indicator 3 compiles and interprets the data, indicator 4 applies its understanding to a new situation and indicator 5 relates the observed data to the discussion. the results of students' metacognition achievements through problem-based learning assisted by lks in table 2 show that students have the most metacognitive abilities at level 3, namely students are able to reflect evaluative procedures. the percentage of metacognition level achievements can be seen in figure 4.1, namely 54%. indicators representing level 3, namely indicators of compiling and interpreting data obtain the highest achievement of 67% which can be seen in table 2. students are able to achieve this indicator because at the time of learning students do practicum. these practicum activities are able to improve students' abilities through writing reports on practicum results. in line with haryani's (2010) research which states that indicators of compiling and interpreting data can be achieved by students by carrying out practicum activities. meanwhile, the lowest level of metacognition is level 5 (linking conceptual understanding with procedural experience) by 3%. level 5 is the highest level in the metacognition level. the indicator that represents level 5 is linking the observation data with the discussion to get the lowest achievement of 38%. this happens because students are not strong enough to express their ideas in writing the discussion. most of the students still feel confused because this is the first time doing practicum and writing the discussion in class. results of the student's metacognition ability questionnaire analysis the achievement of students' metacognition indicators at level 1 is seen from the highest questionnaire results, namely the indicator of understanding learning objectives, which is 82% with the indicator category being achieved very well. through worksheets based on problems of everyday life, it makes it easier for students to understand the learning objectives achieved. furthermore, at the beginning of the worksheets there are learning objectives that can provoke students to know what to learn at that time. this makes students motivated to take part in learning and achieve their learning goals. then, the learning steps that have been outlined in the lks make students more focused on the learning process (lismawati, 2010). this activity is one of the characteristics of metacognition abilities so that students are able to understand the learning objectives being carried out. the achievement of students' metacognition indicators at level 2 as seen from the results of the highest questionnaire, namely regarding the student's ability to decide the most appropriate operation, which is 73%, which is included in the category of well-achieved indicators this indicator represents the second level of metacognition ability, where students have been able to develop the ability to recognize thinking strategies. satwika et al., (2018) and nurmaliah (2013) explain that problem-based learning can improve critical thinking skills which include higher-order thinking skills and are able to develop logical, reflective, and metacognitive thinking skills. students' thinking strategies are honed through learning activities carried out to require students to complete worksheets according to the set time. students who have good planning can carry out learning activities in accordance with learning objectives. this ability illustrates that students have been able to develop thinking strategies in ummayah, f.d.d. et al. / journal of environmental and science education 1 (2) 2021 36 their limited learning time in predetermined lesson hours. the achievement of students 'metacognition indicators at level 3 was the highest as seen from the results of the questionnaire, namely regarding the students' ability to compile and interpret data, which was 76% including the indicator category, which was achieved very well this indicator represents the third level of metacognition ability, namely to reflect evaluative procedures. the achievement in indicator 3 is the most prominent because learning activities are carried out by practicum at the investigation stage in pbm, so that the process of interpreting data can be carried out properly by students (haryani, 2010). the activity of interpreting the data that has been obtained before it is compiled to answer the lks, students first select the important information to be used. this important information is then compiled according to the procedures in the lks. this worksheet helps direct students' practicum activities towards problem solving activities. the problem solving activity is also an indicator at this level, namely overcoming errors / obstacles in solving problems and identifying the sources of error from an experiment. the achievement of students' metacognition indicators at level 4 was the highest as seen from the results of the questionnaire, which was the student's ability to apply understanding to a new situation in everyday life, which was 73%, including the category of indicators that were well achieved. this indicator represents the fourth level of metacognition ability, namely transferring knowledge and procedural experiences to other contexts. the higher metacognition ability indicates that students' understanding also increases (sudjana & wijayanti, 2018). the understanding that students have obtained from carrying out practical activities is applied during the problem solving process according to the stages in the problem-based worksheets. this worksheet provides students with experiences through stages adapted to the pbm syntax accompanied by metacognition indicators to obtain information to build their knowledge. the achievement of students' metacognition indicators at level 5 was the highest as seen from the results of the questionnaire, which was the student's ability to link observational data in the experiment with the discussion, which was 72%, including the category of indicators that were well achieved. the results of research from sudjana & wiyanti (2018) found that the higher a person's metacognition ability, the higher the level of understanding. level 5 is the highest level in metacognition abilities. this achievement was obtained by students because able to relate observational data that has been obtained from practicum at the investigation stage. one example of data that can be linked by students is the results of observing a certain time interval on several fish that were given treatment in several types of polluted water with different concentrations. students are able to relate the data they get to discussions written on student worksheets, so that they make students accustomed to practicing their ability to relate data to discussion. then from the discussion that has been described by students at the stage of presenting the results of activities, making students able to solve problems and think about the process of solving problems related to everyday life in the surrounding environment. one of the mastery of level 5 metacognition abilities is motivated by the motivation and experience of students in learning activities and self-regulation abilities (williamson, 2015). students' metacognition abilities have been identified through the results of tests and questionnaires, in addition to that, interviews are also conducted with students to find out the metacognition process. the metacognition process that was passed by each student got different results at each level. there is a question that shows the clearest difference between students who have metacognitive abilities at level 5 with level 2 and 1 in the question “would you guess the answer if you didn't know the answer?”. students with high metacognition abilities prefer to work as maximum as possible, think about how to take steps to complete the answer and choose not to guess the answer. in contrast, students with low metacognition abilities prefer to guess answers without thinking about what steps to take to solve the problem. furthermore, there is also a clear difference in the question "do students identify information to solve problems?". students with high metacognitive abilities identify information first and then discuss with ummayah, f.d.d. et al. / journal of environmental and science education 1 (2) 2021 37 group members to provide responses to each other before solving problems, while students with low metacognitive abilities do not identify information first and tend to directly answer problems. metacognition abilities that have been trained by students through problembased learning provide experience and motivation in the learning process. student's metacognition ability profile students who are categorized as having high metacognition abilities based on the posttest results, namely with the category level 4 and level 5. the level 4 metacognition ability is to transfer knowledge and procedural experiences to other contexts. indicators at this level are applying understanding to new situations, identification is carried out using the answer to the test of metacognition ability number 4. based on table 2 the achievement of indicator 4 test results is 57%. the following is an example of an answer from one of the students with high metacognition criteria : “4. based on the information, the method can be used is make a stabilization pond. in this way, industrial waste can be neutralized first from water contaminants before being dumped into the river. so that the water will not be polluted.” figure 2. answers to student questions number 4 with high metacognition ability based on the students' answers, it can be seen that students are able to analyze the most appropriate stabilization pool to neutralize polluted waste water before being discharged into the river. this shows that students have achieved good results for indicators of applying understanding to a situation. the results of the achievement of the indicators obtained in the questions are in line with the results of the metacognition questionnaire on the statement "i am able to apply to a situation in everyday life". the following is a snippet of interviews with students: teacher : have you applied the subject matter related to environmental pollution that has been obtained in everyday life? student : yes, mom based on the results of the questionnaire, interview and description above, it can be seen that the achievement of this indicator is good even though there are only 4 children who fall into this level category. students with this level of metacognition ability are able to develop their thinking processes and have good analytical power. meanwhile, students with moderate metacognition abilities with the level 3 category obtained different student answers. the following an example of a snippet of student answers in the medium metacognition category: “4. use by ipal or waste water treatment plant, so that the waste water can be treated and the water remains clean.” figure 3. answers to student questions number 4 with moderate metacognition ability based on the students' answers, it can be seen that students are still not strong enough to provide the right reasons to neutralize polluted waste water before being discharged into the river. this shows that students have been able to achieve good enough results for indicators of applying understanding to a situation. this data is also supported by the results of interviews. the following is a snippet of interviews with students with moderate metacognition abilities: teacher : have you applied the subject matter that has been obtained in your daily life? student : not completely ma'am, still trying to implement it. based on the results of the description above, it can be seen that the achievement of this indicator is quite good and the most students are in this level category, namely 17 students. students with this metacognition ability category are able to develop their thinking processes and have poor analytical power. meanwhile, students with low metacognition abilities with the level 1 and level 2 categories also obtained different student answers. the ummayah, f.d.d. et al. / journal of environmental and science education 1 (2) 2021 38 following is an example of a student's answer to the low metacognition category. “4. the way to overcome the pollution is the use of ipal or waste wate treatment plant and make a stabilization pond.” figure 4. answers to student questions number 4 with low metacognition ability based on the students' answers, it can be seen that students did not give any reasons related to the answers mentioned. this shows that students have not been able to achieve good enough results for indicators of applying understanding to a situation. this data is also supported by the results of interviews. the following is a snippet of interviews with students with low metacognition abilities: teacher : have you applied the subject matter that has been obtained in your daily life? student : not yet able to apply ma'am based on the results of the description above, it can be seen that the achievement of this indicator is not quite well achieved. students with this metacognition ability category have not been able to develop their thinking processes and have poor analytical power. there are still 9 students who are still in the category of metacognition ability level 2 and 2 students at level 1. results of student response questionnaire analysis on learning students give a relatively good response after implementing problem-based learning with the help of worksheets. this questionnaire aims to support the analysis of students metacognition. there were 12 students who responded "very well" and 20 students responded "well". the following is a recapitulation of the student response questionnaire analysis presented in table 3. table 3. recapitulation of student responses to learning item statement total score student response using worksheets in problem-based learning makes me: 1 more interested in learning science 47,34 good 2 easy to understand environmental pollution material 49,69 very good 3 can connect the application of environmental pollution materials in everyday life 46,88 good 4 easy to solve problems masalah. 49,22 very good 5 trained to solve problems systematically 45,94 good 6 creative and team up with friends 49,69 very good 7 active in science learning 48,28 good 8 easy to understand the steps of environmental pollution practicum 49,22 very good 9 encouraged to learn independently. 47,34 good 10 feels appropriate when applied to other science materials. 47,81 good 11 the more enthusiastic in learning to use lks 49,22 very good 12 can identify science problems well with the help of lks 47,81 good 13 easy to understand experimental data results 50,63 very good 14 enjoy learning in the classroom 49,22 very good 15 it is easy to take conclusions on this problem-based learning. 49,69 very good ummayah, f.d.d. et al. / journal of environmental and science education 1 (2) 2021 39 questionnaire responses to the pbm assisted by lks were distributed to each student to determine the response or reaction of students to the learning that had been implemented. there were 12 students with very good responses and 20 students with good responses. the students gave a positive response to the pbm using the lks because they felt that by using the lks in the learning process it became focused and understood the concepts on the theme of environmental pollution. in addition, the existence of lks makes group discussions more focused and encourages students to work well together. more specifically, this student response questionnaire was also analyzed for each item. the highest response is in statement number 13, namely the use of student worksheets makes it easier for students to understand the results of the experimental data. the total response score on these items was 50.63. this can be achieved because in learning to apply practical activities, allowing students to more easily understand the information that has been obtained from practicum activities. therefore, it can be said that this theme is appropriate if the process of teaching and learning activities is carried out through pbm assisted by lks. in addition to statement number 13, statements on points 2 and 6 also received quite high responses, namely 49.69 respectively. the statement of item 2 is that the use of student worksheets in pbm makes it easy for students to understand environmental pollution material. this can occur because students are easy to understand the concept of environmental pollution, because the information provided is more detailed, especially on indicators of polluted environment, factors that cause pollution and different methods prevention of pollution. then the statement of item 6 is the worksheets to encourage students to be creative and work together. learning using worksheets is carried out by students in groups using the discussion method so that it can encourage students to work together and find answers according to the group. overall student responses to based learning with the help of using worksheets are good. students also considered that problembased learning using this lks could be applied to materials other than environmental pollution. conclusion based on the research results, the following conclusions can be obtained : (a) the profile of the achievement of students' metacognition abilities after implementing problem-based learning assisted by worksheets, among others: there were 2 students in the level 1 category with a percentage of 6%, 9 students in the level 2 category with a percentage of 28%, 17 students in the level 3 category with a percentage of 54%, 3 students at the level 4 category with a percentage of 9%, and 1 student at the level 5 category achievement with a percentage of 3%. students with level 1 and level 2 metacognition abilities have not been able to develop their thought processes and have poor analytical power. students with the level 3 metacognition ability category are able to develop their thinking processes and have poor analytical power. students with level 4 and level 5 metacognition abilities are able to develop their thinking processes and have good analytical power. (b) overall student responses to problem-based learning activities assisted by environmental pollution material worksheets were in the very good category. the use of these worksheets can help students understand learning on environmental pollution material. students become more active, creative and independent in working together in groups and individually through practicum to solve problems. finally, for better research in the future, researcher can be developed a methods or strategies to increase metacognition ability that can be used in many various subject. references amir, m. f., & kusuma, m. d. (2018). pengembangan perangkat pembelajaran berbasis masalah kontekstual untuk meningkatkan kemampuan metakognisi siswa sekolah dasar. journal of medives: journal of mathematics education ikip veteran semarang, 2(1), 117. dewi, n. r., wibowo, s. w. a., & savitri, e. n. (2017). the analysis of science learning sources reviewed from the metacognitive ability of the vii grade the students of smp negeri 2 boja. unnes science education journal. 6(2). febriana, e., & mukhidin. (2019). metakognitif sebagai keterampilan berfikir tingkat tinggi pada pembelajaran abad 21. ummayah, f.d.d. et al. / journal of environmental and science education 1 (2) 2021 40 jurnal ilmu pendidikan dan pengajaran, 6(1), 25–32. fitriana, m. (2016). penggunaan strategi pembelajaran inkuiri untuk meningkatkan metakognisi siswa sma. jurnal inovasi pendidikan kimia, 10(1), 1702–1711. haryani, s., liliasari, permanasari, a., buchari. (2010). pengaruh praktikum kimia analitik instrumen berbasis masalah terhadap metakognisi dan pemahaman konsep calon guru kimia. jurnal pendidikan matematika dan sains. 1 (15):3542. haryani, s. (2012). membangun metakognisi dan karakter calon guru melalui pembelajaran praktikum kimia analitik berbasis masalah. semarang: unnes press. herayanti, l., & habibi, h. (2017). model pembelajaran berbasis masalah berbantuan simulasi komputer untuk meningkatkan keterampilan berpikir kritis calon guru fisika. jurnal pendidikan fisika dan teknologi, 1(1), 61. horak, a. k., & galluzzo, g. r. (2017). gifted middle school students’ achievement and perceptions of science classroom quality during problem-based learning. journal of advanced academics, 28(1), 28– 50. lismawati. (2010). penyusunan perangkat pembelajaran. yogyakarta: insan madani. livingstone, (1997). metacognition: an overview state univesity of new york at buffalo. diakses secara online pada 12 februari 2020 melalui https://files.eric.gov/fulltext/ed474273 .pdf magno, c. (2010). the role of metacognitive skills in developing critical thinking. metacognition and learning, 5(2), 137–156. nurmaliah, c. (2013). analisis keterampilan metakognisi siswa smp negeri di kota malang berdasarkan kemampuan awal, tingkat kelas, dan jenis kelamin. jurnal biologi edukasi, 1(2), 18–21. resti, f., astra, i. . zelda, b. (2017). pengaruh model pembelajaran inkuiri dan kemampuan metakognitif terhadap hasil belajar fisika siswa sma. prosiding seminar naional fisika (e-journal). 4: 29-35. satwika, y., laksmiwati, h., & khoirunnisa, r.. (2018). penerapan model problem based learning untuk meningkatkan kemampuan berfikir kritis mahasiswa. jurnal pendidikan. 3(1). 7–12. sudarmin. (2017). model pembelajaran inovatif kreatif (model paikem dalam konteks pembelajaran dan penelitian sains bermuatan karakter). semarang: swadaya manunggal. sudjana, d., wijayanti, i. (2018). analisis keterampilan metakognitif pada materi kelarutan dan hasil kelarutan melalui model pembelajaran pemecahan masalah. jurnal kimia dan pendidikan. 3 (2). 206-221. sugiyono. (2017). metode penelitian kombinasi (mixed methods). bandung: alfabeta. sumampouw, (2011). keterampilan metacognitif dan berpikir tingkat tinggi dalam pembelajaran genetika (artikulasi konsep dan verifikasi empiris). bioedukasi, 4(2). williamson, g. (2015). self-regulated learning: an overview of metacognition, motivation, an behavior. journal of initial teacher inquiry. 1: 25-27. yatno, r., mulyani, s., susilowati, e., & dewi, n. r. (2015). media pembelajaran berbentuk komik berpendekatan pengembangan kontekstual pada tema bunyi untuk siswa smp. usej unnes science education journal, 4(2). 20 jese 2 (1) (2022) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese model of independent activity learning unit (ukbm) in macromolecular learning to train the cognitive ability and creativity of vocational high school students rohmatul khasanah1, sigit saptono2* 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 1biology education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 doi: https://doi.org/10.15294/jese.v2i1.52979 article info ________________ received 24 december 2021 accepted 22 april 2022 published 26 april 2022 ________________ keywords: independent activity learning unit, cognitive ability, creativity _____________________ *corresponding author: sigit saptono universitas negeri semarang e-mail: sigit_biounnes@mail.unnes.ac.id abstract this study aims to develop and analyze the characteristics and validity of the independent activity learning unit (ukbm) model in learning macromolecules because of its development to train the cognitive abilities and creativity of vocational high school students. the type of research used is sugiyono's modified r&d with six steps of development research. the trial step could not be carried out due to covid-19 constraints. the subjects of this development research were five validators, material experts and, media experts. ukbm validity was obtained from the validator's assessment through a validation sheet using a likert scale. the results showed that after being validated and revised based on suggestions from the validator, the results of the first study showed that the ukbm developed had the characteristics: according to on basics competence (kd), measure competency achievement, utilizes learning technology, easy to apply, develops hots but cannot be separated from lots, and 6) attractive appearance. then, the validity of the ukbm developed by the material validator is 84.66%, which indicates that the ukbm developed is valid, and 88.4% by the media validator, which indicates the ukbm developed is very valid. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 21 introduction education is the main pillar of developing quality, creative, and critical human resources in developing the nation and state to answer the challenges of the times, namely being able to compete in this 21st century era. the education process in the 21st century requires students to have skills known as the 4c's which include communication, collaboration, critical thinking, and creativity (national education association, 2012). the challenges of education in the 21st century demand learning that further develops higher order thinking skills (hots) which include creative thinking and critical thinking skills. the ability or creative thinking skills is a requirement that must be possessed by individuals in the era of globalization. but in fact, the ability to think creatively in indonesia is still relatively low. this statement is shown from the creativity ranking based on the global creative index (2015), indonesia is ranked 115th out of 139 countries. jagom (2015), explains cognitively that creativity is the development of divergent functions including fluency, flexibility, originality, and elaboration in thinking. hong & hwang (2013), explained that creativity is developed based on knowledge, and school is one of the places where students acquire and build that knowledge. the more knowledge students have, the more diverse and flexible their way of thinking is, and the easier it is for them to generate creative concepts. based on observations in vocational high schools, it can be seen that students' creativity is still low. this can be seen when the presentation learning process is carried out. the students are divided into several groups, then each meeting makes presentations with different chapters by different groups. the presentation only presents theories and concepts. at the time of presentation the students did not pay attention to what was presented. based on interviews with several students, because they are vocational high school students, learning that only presents theories and concepts is not given much attention. they are more interested in challenging learning with experiments, they practice what they learn. meanwhile, for science learning at vocational high school ibu kartini, there are no adequate laboratory facilities, tools and materials to conduct experiments. this character causes students' cognitive abilities to be low. student learning outcomes have not met the specified competency mastery. according to poniman (2016), student learning outcomes are divided into three important aspects, namely cognitive aspects, affective aspects and psychomotor aspects. in a learning activity the main aspect of learning objectives in general is to increase students' abilities in cognitive aspects (novalino & savitri, 2021). anderson, & krathwohl (2010), revising bloom's taxonomy, cognitive aspects are classified into six levels, namely c1 (remembering), c2 (understanding), c3 (applying), c4 (analyzing), c5 (evaluating), and c6 (creating). in addition, based on observations, science learning only uses handbooks borrowed from the school library but these books are not allowed to be taken home. because the character who only relies on borrowed books from the library, it also results in low cognitive abilities of students because their insight is only limited to the material obtained from the book. based on the results of interviews with science teachers at vocational high school ibu kartini semarang, applied science subjects are only obtained in class x and will still be tested later in the final school examination, so the material obtained is very short and requires an independent attitude to add insight into the material obtained. therefore, the science teacher developed ukbm as a best practice, but its implementation has not been running smoothly. one of the applied science materials obtained is macromolecules. this macromolecule lesson learns about the structure, characteristics, types, benefits, and how to identify various macromolecules, namely carbohydrates, proteins, and fats. according to the high school ukbm development guide book (2017) published by the directorate of high school development, ukbm is a small learning unit based on basic competence which is arranged sequentially from easy to difficult to help students learn independently in order to achieve predetermined competency mastery. the contents of ukbm prioritize the provision of learning stimuli that allow the growth of independence and student experience to be actively involved in mastering competencies as a whole through student-centered learning that encourages higher order thinking skills (hots), khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 22 in order to foster mastery of skills. living in the 21st century, such as critical thinking, acting creatively, collaborate and communicate and cultivate literacy and strengthen character education (ppk) (directorate of high school development, 2017). based on the description above, in this study ukbm will be developed on macromolecule learning to train students' cognitive and creativity abilities and an analysis will be carried out to determine the validity of the ukbm model in macromolecular learning as a result of development to train the cognitive abilities and creativity of vocational high school students. method the method used in this research is the research and development (r&d) method. this research boils down to producing a product and testing the product (sugiyono, 2015). in the book sugiyono (2015) borg & gall states that research and development aims to find, develop, and validate a product. the research and development steps carried out were adapted from sugiyono but modified due to the covid19 pandemic which became an obstacle for product trials, both on a small and large scale. the steps that have been carried out in this research and development are: (1) potential and problems, (2) data collection, (3) product design, (4) product design validation, (5) product design revision, and (6) the final product. this research was conducted in the 2020/2021 academic year.the subjects of this research are material expert validators and media expert validators. while the object of this research is ukbm macromolecule material developed to train the cognitive abilities and creativity of vocational high school students. data was collected using the documentation method and the questionnaire method. documentation method is used to obtain research supporting data. meanwhile, the questionnaire method was used to obtain data on the validity of the ukbm development results. the instrument used is a product validation sheet questionnaire consisting of a material validation sheet and a media validation sheet. both use a scoring system with a likert scale using five choices (1, 2, 3, 4, and 5). 𝑃 = 𝑓 𝑁 𝑥100% with: p = rating percentage f = total score obtained n = the maximum number of scores ukbm product validity level predicate according to directorate of high school development (2017), can be seen in table 1. table 1. predicate ukbm product validity level percentage predicate description p< 70% c needs a lot of improvement 71% p 80% b can be used as an example for other teachers with improvements to certain parts p > 81% a can be used as an example for other teachers the ukbm model in learning macromolecules as a result of development can be said to be valid to train students' cognitive abilities and creativity if the percentage of product validation results is 71% the criteria are met. this is also in accordance with the criteria for the level of validity of teaching material products according to akbar (2013), in detail can be seen in table 2. table 2. criteria for the validity of teaching materials percentage criteria level of validity 85.1% 100% very valid, can be used without revision 70.1% 85% valid, usable but need minor revision 50.1% 70% not valid, it is recommended not to use because it needs a major revision 0.1% 50% invalid, should not be used results and discussion this research is a development research that produces a product in the form of a ukbm model in macromolecule learning to train the cognitive abilities and creativity of vocational high school students. this study aims to analyze the characteristics and validity of the ukbm model as a result of the development of macromolecule learning to train the cognitive abilities and creativity of vocational high school students. khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 23 characteristics of ukbm developed the characteristics of the developed ukbm are adjusted to the general characteristics of ukbm in the ukbm development guide published by the directorate of sma development (2017). however, it also adjusts the content of learning activities with the purpose of this development research, namely developing ukbm in macromolecule learning to train the cognitive and creative abilities of vocational high school students. characteristics of the results of the development of the ukbm model on macromolecule learning to train the cognitive abilities and creativity of vocational high school students get an assessment through a validation sheet. based on the analysis of the validation data regarding the characteristics of the ukbm model developed, the data recap is obtained which is described in table 3. the ukbm developed has the following characteristics: based on kd ukbm model based on kd-based development. the kd used in the development of this ukbm is the kd in macromolecule learning which consists of kd 3.11 and kd 4.11 according to the 2013 curriculum. from kd, it is then developed into competency achievement indicators (gpa) and then translated into learning objectives. this is in accordance with the statement of lering, lautama, & tiang (2018), which states that in competency-based learning it is necessary to determine the minimum standard of competence that must be mastered by students so that the components of basic competency-based learning include: competencies to be achieved, specifications and assessment indicators to determine competency achievement, as well as system development to determine student success in achieving competency mastery. the description of kd, gpa, learning objectives, and stages to achieve them are detailed in table 4. table 3. recapitulation of the validation of the characteristics of the ukbm model in macromolecule learning to train the cognitive abilities and creativity of vocational high school students indicator validator rating percentag e (%) v1 v2 v3 v4 v5 based on kd 5 5 4 5 5 96 can measure completeness/competency achievement 5 5 4 4 4 88 utilizing learning technology 5 5 3 4 5 88 hots development is inseparable from lots 4 5 4 5 3 84 applied 4 4 4 5 3 80 attractive appearance 4 4 3 5 4 80 table 4. description of kd, gpa, learning objectives, and their achievements through the stages in ukbm in macromolecular learning kd gpa learning objectives achievement through stages in ukbm 3.11. analyzing macromolecule s 3.11.1 explaining the definition and functions of macromolecules 1. students can independently explain the meaning and function of macromolecules correctly after independent study this can be achieved through the let's explore activity stage which contains activities to analyze macromolecules from various references after being given a stimulus in the form of a video, then students are required to answer several questions in it. 3.11.2 explaining types of macro-molecules 2. students can communicatively explain various kinds of macromolecules in a coherent manner after exploring 4.11 qualitatively test the content of carbohydrates, proteins, and fats in materials used 4.11.1 qualitatively test the content of carbohydrates, proteins and fats in materials used in tourism 3. students can collaboratively carry out qualitative tests of carbohydrate, protein, and fat content carefully after watching the video this can be achieved through the let's experiment activity stage which contains activities to qualitatively test the content of carbohydrates, proteins, khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 24 in the tourism sector. and fats in materials with test materials that are easily found in their scope. 4.11.2 presenting creativity and productivity related to macro-molecules 4. students can creatively present products related to macromolecules proficiently through the pjbl model can be achieved through the stages of independent task activities presenting product ideas that contain macromolecules can measure competency achievement ukbm development results are designed to be able to measure completeness/competency achievement by containing several learning activities that are expected to be achieved with these activities indicators of competency achievement can be achieved. the learning activities that have been designed are as follows. let's explore let's explore this in ukbm the results of the development are found in learning activities 1. let's explore contains a video link to stimulate students to be interested in learning the material to be studied as well as questions that students must answer to increase their knowledge about learning macromolecules in the form of characteristics, structures, kinds, and macromolecular test methods (carbohydrates, proteins, and fats). thus, gpa 3.11.1 explaining the meaning and function of macromolecules and gpa 3.11.2 explaining various kinds of macromolecules will be achieved. let's practice let's practice in ukbm. the results of the development are found in learning activity 1 and learning activity 3. let's practice this is designed to train students' cognitive abilities. this let's practice activity contains questions that are made by paying attention to cognitive aspects, namely c1 to c6 (remembering, understanding, applying, analyzing, evaluating, and creating). the total number of "let's practice" questions in ukbm as a result of this development is 50 questions consisting of 4 questions c1, 7 questions c2, 10 questions c3, 11 questions c4, 10 questions c5, and 8 questions c6. the questions presented in the let's practice activity are expected to train students' cognitive abilities. independent task independent assignments in ukbm as a result of the development are found in learning activities 1. this independent task aims to train students' creativity. this independent task contains the task of making a poster of creative product ideas related to macromolecules according to the area of expertise of the student's study program by loading the title of the product idea to be assessed for its creativity aspect, namely originality, tools and materials for making products to be assessed from the aspect of flexibility, how to make products from the aspect of elaboration, and excellence. product from the aspect of fluency. thus gpa 4.11.2presenting creativity and productivity related to macromolecules will be fulfilled. let's experiment let's experiment in ukbm which was developed is contained in learning activity 2. this let's experiment guides students to conduct simple experiments on qualitative tests of carbohydrates, proteins, and fats. thus, gpa 4.11.1 testing qualitatively the content of carbohydrates, proteins, and fats in the materials used in the tourism sector will be fulfilled. utilizing learning technology the developed ukbm is designed to be given to students through learning technology using a learning management system (lms) in the form of google classroom. in google classroom the ukbm model of learning macromolecules as a result of this development is uploaded in the form of a soft file in the form of a pdf to be used as student teaching materials. this is in accordance with puspaningsih's research (2018), in his research the researcher developed ukbm with the help of lms. in addition, according to research purwaningsih, et al. (2021), where the researcher developed ukbm with the principle of tpack assisted by lms, the researcher stated that the integration of technology in learning would make learning optimal, meaningful and help students' reasoning in depth. and his research also shows that ukbm is interesting to learn, can increase enthusiasm for learning, can learn khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 25 independently, the material presented is coherent and puts forward important concepts. developing hots but not apart from lots the ukbm developed as a result is made by containing questions that require students to think high-level or hots but there are also questions of the type of low-level thinking or lots. these questions were created and then included in the let's practice learning activity in the ukbm as a result of the development as described previously. where the hots questions consist of levels of questions c4, c5, and c6, while the lots questions consist of levels of questions c1, c2, and c3. applied the ukbm developed as a result is designed to be applied at the levels of analytical thinking (c4), evaluation (c5), and creation (c6). such as the independent assignments given in the ukbm as a result of development which requires students to be creative in making a project of a creative idea poster related to macromolecules according to the field of expertise of the student's study program. with this project according to the area of expertise of the student's study program, namely catering, it is hoped that the product will be a culinary product. so that students are expected to analyze the content of the basic ingredients for making the product, then after the product has been designed students are expected to be able to evaluate the manufacture of the product and then be creative in making posters whose contents are products of creative ideas related to macromolecules that have been designed. attractive appearance in designing the ukbm that was developed, it was made attractive by adding pictures, illustrations that exist in everyday life, and motivational words starting from the cover of ukbm and the pages of the ukbm developed so that students are stimulated to use it in their learning and inspire while at the same time assuring students that the competencies being studied can be mastered easily, simply and meaningfully for their lives. this is in accordance with tiring's statement (2019), in the results of his research the presentation of material supported by pictures, illustrations of information, and motivational words makes students enthusiastic about learning. the validity of ukbm development results the products produced in this research and development are validated to determine the validity of the resulting products. product validity was determined based on validation by five experts as material validators consisting of three lecturers in the integrated science department at the state university of semarang and two science teachers at vocational high school ibu kartini semarang; and five experts as media validators consisting of two fmipa lecturers at the state university of semarang and three rpl teachers at vocational high school kartini semarang. each validator was given a questionnaire validation sheet to obtain research data. the data obtained from the questionnaire is in the form of qualitative data, namely the percentage of assessments from experts and qualitative data, namely comments and suggestions from experts. the analysis of the assessment results in the form of a percentage score and a recapitulation of comments and suggestions from material experts on the validity of ukbm are shown in table 5 and table 6. table 5. analysis of the results of material validation on ukbm assessment aspect percentage (%) average percentage criteria vi1 vi2 vi3 vi4 vi5 contents 74 94 80 74 90 82.4 valid presentation 80 98 94 80 92 88.8 very valid language 74 94 82 80 84 82.8 valid all aspects 76 95.3 85.3 78 88.7 84.66 valid khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 26 table 6. recapitulation of comments and suggestions from material validators valid ator comments and suggestions follow-up vi1 device ready to use vi2 • instructions to students in the let's explore column number 2 are ambiguous because it is not clear whether students are asked to make their own questions or answer question no 4 in ukbm • the instructions in the independent task column need to be clarified • instructions for students are asked to make questions deleted according to the validator's criticism which makes it ambiguous for students to answer their own questions or answer existing questions • the instructions in the independent task column have been clarified vi3 there are still many typos in the writing of the questions and there are some words that need to be clarified the typo in the question writing and some unclear words have been fixed khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 27 vi4 it is necessary to clarify the terms of training students' cognitive abilities and creativity cognitive abilities can be trained with the let's practice at ukbm activities and students' creativity can be trained with independent assignments at ukbm vi5 overall product development is good, material content is decent based on the results of material validation, the average percentage of all aspects of the assessment is 84.66%. so it can be said that the ukbm model on macromolecule learning to train the cognitive abilities and creativity of vocational high school students is included in the valid criteria for use. while the analysis of the results of the assessment in the form of a percentage score and a recapitulation of comments and suggestions from media experts on the validity of ukbm are shown in table 7 and table 8. table 7. table of analysis of media validation results against ukbm assessment aspect percentage (%) average percentag e criteria va1 va2 va3 va4 va5 components and characteristics 94 96 76 92 82 88 very valid graphics 92 100 80 88.8 82.4 88.6 very valid all aspects 92.6 98.8 78.8 89.7 82.3 88.4 very valid table 8. recapitulation of comments and suggestions from media validators validat or comments and suggestions follow-up va1 it's pretty good, pay attention again to the typo and image/text layout errors • page 4 concept map made landscape difficult to read • page 6 no 4 sub numbers are made up of letters so a, b, c, d, e • page 4 concept map converted to portrait • page 6 no 4 sub numbers are changed to letters a, b, c, d, e • khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 28 • page 12 examples of posters that are not clearly written, there is a typo in the learning activities section 2 • page 13 let's experiment 3, the text and background must be more contrasting so that it can be read well • bibliography and bibliography have not been included • page 12 example of a poster, the writing is clarified, the typo in the learning activity 2 section has been confirmed • page 13, the text contrast and background have been reset • bibliography has been included • khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 29 va2 • the cover is good • the existing concept map image is a concept chart, add a conjunction if it will remain a concept map • add questions that contain hots, look for ideas from textbooks or olympic questions with customized modifications • the word downloaded is replaced with the word downloaded • graphics are still a bit stiff the picture on page 18 is not interesting the green column is too stiff • it should be noted how ukbm will be given whether printed or using a computer/device application • adding conjunctions to the concept map • adding questions that contain hots from textbooks and olympic questions with customized modifications • the word downloaded has been changed to downloaded • slightly stiff graphics fixed • this ukbm will be given in the form of a softfile, according to its characteristics this ukbm will be given through learning technology in the form of lms (google classroom). va3 it is necessary to add a minimum completeness score, question writing grids, learning applications adding a minimum completeness value to the ukbm identity, the question writing grid is included in the rpp, ukbm will be loaded into the lms (google classroom) khasanah, r. et al. / journal of environmental and science education 2 (1) 2022 30 va4 the developed media module is very feasible but the use of several languages used still does not use standard language, repeating language and use of too many punctuation marks the use of some non-standard words has been corrected by eliminating repetition of letters and punctuation marks va5 the ukbm model can be used as an alternative by teachers in learning applied science macromolecules, to train the cognitive abilities and creativity of class x vocational high school students. based on the results of media validation, the average percentage of the overall assessment aspect was 88.4%. so it can be said that the ukbm model on macromolecule learning to train the cognitive abilities and creativity of vocational high school students is included in the very valid criteria to be used. conclusion based on the data analysis and discussion of the results of the research on the development of the ukbm model in macromolecule learning to train the cognitive and creative abilities of vocational high school students, it can be concluded that the ukbm model in macromolecular learning developed to train the cognitive abilities and creativity of vocational high school students has general characteristics according to the ukbm development guidelines published by the directorate of high school development (2017) and the separate characteristics of the results of the development are:(1) based on kd, namely kd macromolecule learning; (2) can measure completeness/competency achievement, by containing various learning activities aimed at training the cognitive and creativity abilities of vocational high school students including: let's explore, and let's practice to train students' cognitive abilities and independent tasks, and let's experiment to train creativity student; (3) utilizing learning technology, by utilizing lms; (4) is applied, by giving independent assignments that are in accordance with the fields and students' daily environment; (5) develop hots but cannot be separated from lots, through the questions that are loaded; and (6) an attractive appearance, with a harmonious design of the cover color and content as well as the provision of relevant images. based on the results of the questionnaire analysis, the validation sheet by the material validator obtained valid criteria and the media validator obtained very valid criteria. based on the constraints that researchers face in this development research, the suggestions that can be given are that development research should be carried out up to the large-scale trial stage, in order to see how successful, the product developed is; ukbm development results can be used as a reference to develop ukbm on other learning themes; and ukbm are not only included in the lms but developed into e-ukbm. references akbar, s.d. 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(2015). educational research methods quantitative, qualitative, and r&d approaches. bandung: alphabeta. tiring, s.s.n .(2019). development of an independent learning activity unit (ukbm) chemistry based on discovery learning on redox reaction material for class x mia sma negeri 1 maumere. champion's familiar journal, 4(3): 80-92. 52 jese 1 (2) (2021) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese the effectiveness of khan academy as a science learning support to improve student’s mastery of skills : literature review angelina amalia putri1 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 article info ________________ received 4 mei 2021 accepted 10 agustus 2021 published 30 september 2021 ________________ keywords: khan academy, science learning, mastery of the skills ____________________ corresponding author: angelina amalia putri universitas negeri semarang e-mail: angelinamalia2209@gmail.com abstract this article aims to analyze the effectiveness of using the khan academy platform as a support for science learning during the covid-19 pandemic to improve students' mastery of online learning skills. online learning is one of the impacts caused by the spread of covid-19 in the field of education. this condition causes teachers to use digital technology such as platforms to support the learning process. the integration of khan academy in science learning is a breakthrough in delivering learning materials that are in accordance with the applicable curriculum with consideration of material from teachers that is applied online. in this case, the teacher can designate the material according to the mastery of the skills students have. then students can carry out activities to analyze video tutorials, work on practice questions to do practicum according to the instructions in khan academy. teachers and parents can also monitor and supervise the activities, abilities and mastery of students' material. based on the literature review, khan academy helps in classroom management, practicum activities through video tutorials, and practice questions and activity monitoring as an effective student progress report. ©2021 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 putri, a.a. / journal of environmental and science education 1 (2) 2021 53 introduction currently, the covid-19 pandemic is still engulfing various countries, one of which is indonesia. this pandemic period forces all activities, especially in educational institutions to maintain a distance with all material delivery being diverted through online media. thus, online learning by utilizing digital technology has become an innovation and breakthrough during the pandemic (widiyono, 2020) in an effort to improve the quality of learning (sarip et al., 2020). online learning modifies collaborative, adaptive learning and applies the teacher's role as a facilitator (fiqry, 2021). in online learning, the integration of the use of digital technology is able to facilitate the learning process as a supporting medium and a means of obtaining an overview to improve the quality of education (makiyah et al., 2019) and support the improvement of 21st century skills (dash, 2019). the application of technology in learning helps teachers and students understand material that is abstract and requires more reasoning (yuniarti dan hartati, 2020). in its application, there are several online learning platforms, in the form of applications, websites, social networks and learning management system (lms) (faturohman, 2020). the platforms that can be used to support online learning, such as moodle, edmodo, blackboard, sevima, edlink, schoology, and google classroom (widiyatmoko, 2021) and khan academy (soebagyo, 2016). one of the platforms that can be used to support online learning in science and mathematics is using khan academy. in its application, the khan academy platform is the choice in an effort to improve the quality of education in online learning (soebagyo, 2016). this platform was launched in 2006 by a nonprofit company which is now the most popular education site in the world (hernawati, 2012). the implementation of science learning through khan academy is able to support the creation of effective, efficient and fun learning for students. so that students are actively involved in learning in accordance with the main goal of the online learning process that realizes student-centered learning. this learning process is able to build students' critical and creative thinking and increase students' independence and motivation to learn (monteiro et al., 2015). through a review of the khan academy application literature, both the academic community, students and parents will understand the effectiveness of the platform. method this paper contains data from literature study. this analysis includes research that has been published with relevance discussing the application of khan academy as a science and mathematics learning platform that helps increase student motivation, especially during the covid-19 pandemic. the investigation in this analysis was carried out by reading and studying various literatures in the form of articles obtained through the database (google scholar) related to the problems that became the object. the method used is a qualitative method with a descriptive approach that shows the facts of a problem with the aim of getting a general understanding of social reality from the perspective of participants who include teachers and students. result and discussion khan academy platform khan academy is a free online learning platform with various unique and interesting features that can help the teaching and learning process. one of the non-profit organizations engaged in education created khan academy with a mission to facilitate world-class education and can be accessed anytime and anywhere for free (k.a. team). khan academy provides 5,500 learning videos, more than 10,000 practice questions that can support students' knowledge. in addition, khan academy also provides coaching features which include materials to guide teachers, tutors, parents and so on to meet student learning goals. this feature allows users to determine preferred material for students and automatically sends electronic alerts about new assignments and provides a dashboard that allows teachers to monitor student progress (murphy et al., 2015). the display of the khan academy platform is presented in figure 2 and figure 3. in this case, with the various features that have been owned by khan academy, students use it to train and improve their ability to develop science knowledge both independently and in groups with classmates. the use of khan academy is an innovation to learn science skills with the online method, and helps overcome limitations in delivering material in previous lessons, and is able to be an alternative in monitoring student progress and achievement (kumar & bervell, 2019). putri, a.a. / journal of environmental and science education 1 (2) 2021 54 figure 2. display of the khan academy figure 3. material detail view khan academy integration in science learning the development of digital technology which is changing rapidly is able to support teachers in the teaching process in the classroom [14]. moreover, now students have entered the digital era 4.0 where they are able to absorb various sources of information from technological innovations in every aspect of their lives. so that the integration of khan academy in science learning becomes a breakthrough in delivering learning materials that are in accordance with the applicable curriculum with consideration of material from teachers that is applied online. in this case, the teacher can designate the material according to the mastery of the skills students have. then students can carry out activities to analyze video tutorials, work on practice questions to do practicum according to the instructions in khan academy. in this case, the teacher can monitor and supervise activities, students' ability and mastery of material. in addition, through the features available in khan academy, parents can also participate in monitoring the development and activities of children in khan academy classes. the steps that can be taken by teachers, students and parents in integrating khan academy in science learning are: (1) the teacher makes a science (science) class and invites students to join either directly or through class invitations in google classroom, the teacher makes considerations/recommendations to students regarding the material and practice questions, the teacher monitors student activity which includes reports on the progress of the skills mastered, performance based on level of mastery and skills of students. the display of making science classes in khan academy can be seen in figure 4. figure 4 creating a science class furthermore, teachers can monitor the progress of students' mastery of science skills through progress reports as shown in figure 5. figure 5. student progress report putri, a.a. / journal of environmental and science education 1 (2) 2021 55 (2) students carry out activities that have been recommended by the teacher, students can observe personal profiles containing reports of activity progress, accumulated points and energy collected based on activities that have been taken, level of mastery of skills in understanding a material, and the number of badges collected for certain achievements. figure 6. user profile figure 7. exercise question (3) parents can monitor the personal profile of their child and get guidance. figure 8. display of parents features conclusion khan academy is considered as an alternative learning platform solution to overcome obstacles in the delivery of effective science learning materials and improve students' mastery of skills during the covid-19 pandemic. the components that determine the success of the online learning system include students, teachers, parents, communication and digital technology used. platform khan academy helps in classroom management, practicum activities through video tutorials, and practice questions and monitoring student activities as progress reports that can support online learning. references dash, s. (2019). google classroom as a learning management system to teach biochemistry in a medical school. biochemistry and molecular biology education, 47(4), 404-407. faturohman, n. (2020). inovasi pembelajaran daring pada masa pandemi covid-19. prosiding seminar nasional pendidikan fkip, 3(1), 615-627. fiqry, r. (2021). persepsi mahasiswa terhadap pemanfaatan aplikasi sensor smartphone untuk praktikum. jurnal ilmiah ilmu pendidikan, 4(2), 103-108. hernawati, k. (2012). pengenalan teknologi sejak dini dengan belajar sambil bermain melalui smartphone. prosiding kontribusi pendidikan matematika dan matematika dalam membangun karakter guru dan siswa, 978-979 k. a. team, khan academy https://www.khanacademy.org. kumar, j. a., & bervell, b. (2019). google classroom for mobile learning in higher education: modelling the initial perceptions of students. education and information technologies, 24(2), 17931817. makiyah, y. s., malik, a., susanti, e., & mahmudah, i. r. (2019). higher order thinking real and virtual laboratory (hotrvl) untuk meningkatkan keterampilan abad ke-21 mahasiswa pendidikan fisika. diffraction, 1(1), 34-38. https://www.khanacademy.org/ putri, a.a. / journal of environmental and science education 1 (2) 2021 56 monteiro, m., stari, c., cabeza, c., & marti, a. c. (2015). the atwood machine revisited using smartphones. the physics teacher, 53(6), 373-374. murphy, r., gallagher, l., krumm, a. e., mislevy, j., & hafter, a. (2014). research on the use of khan academy in schools: implementation report. sarip, syarifudin, a., & muaz, a. (2020). dampak covid-19 terhadap perekonomian masyarakat dan pembangunan desa. al-mustashfa: jurnal penelitian hukum ekonomi islam, 5(1), 1020. soebagyo, j. (2016). pemanfaatan web khan academy dalam pembelajaran matematika. infinity, 50 55. widiyatmoko, a. (2021). the effectiveness of google classroom as a tool to support online science learning: a literature review. journal of physics: conference series, 1918 052069. widiyono, a. (2020). efektivitas perkuliahan daring (online) pada mahasiswa pgsd di saat pandemi covid-19. jurnal pendidikan, 8(2), 169-177. yuniarti, r., & hartati, w. (2020). persepsi mahasiswa tentang penerapan elearning pada masa darurat covid-19. apotema: jurnal program studi pendidikan matematika, 6(2), 158-167. 8 jese 1 (1) (2021) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese the effect of the use of guided inquiry-based e-lkpd on cognitive learning results and students' learning motivation in vibration and wave materials alif ajibuana novalino1, erna noor savitri1 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia. 50229 article info ________________ received 4 january 2021 accepted 11 february 2021 published 17 february 2021 ________________ keywords: cognitive learning e-lkpd guided inquiry motivation ____________________ corresponding author: alif ajibuana novalino universitas negeri semarang e-mail:alif123novalino@gmail.com abstract the learning method using inquiry-based e-lkpd is expected to affect students' cognitive learning outcomes and the learning motivation. the research method used was a nonequivalent control group design. the research sample was taken by using the cluster random sampling technique. the results of the analysis of significant improvement in cognitive learning outcomes using n-gain showed that the experimental class was 0.40. the control class was 0.32 with the same moderate criteria. learning outcomes related to students' motivation have also increased, which is known from the table analysis of learning outcomes for each indicator between the control and experimental classes. it can be seen that the control and experimental classes at the beginning of learning have equally low learning motivation, as evidenced by the results of the average proportion of motivation learners learning indicator by 43% in the control class and 45% in the experimental class. while the results of the final learning motivation questionnaire in the control and experimental classes both experienced an increase, but for the control class, it was still in the low category by 48% and for the experimental class experienced a significant increase of 78% with the high category. ©2021 universitas negeri semarang novalino. a.a., et al. / journal of environmental and science education 1 (1) 2021 9 introduction in the 21st century, education's role is very important in preparing the next generation who have learning skills, innovation, using technology and information media, and skills to survive (mayasari et al., 2016). technology has an important role in building 21st-century skills so that the skills of students in using technology are very important (erdem, 2014). science and technology have progressed rapidly, affecting the preparation and implementation of learning methods or models. the 21st century is marked by the era of the industrial revolution 4.0 as a century of openness or the century of globalization, meaning that human life in the 21st century has undergone very fundamental changes that are different from the order of life in previous centuries (sukartono, 2018). according to zubaidah (2014), learning science is learning about a collection of knowledge in the form of facts, concepts, or principles and a process of discovery. the discovery process can be carried out in various ways, including observing, exploring, and experimenting so that active learners and educators act as facilitators. fauziyah (2015) states that the inquiry learning model is a learning model in which all students' abilities in finding and investigating something systematically, critically, logically, and analytically are maximally involved so that the formulation of their findings is obtained. the teacher's role in learning with the guided inquiry model is as a guide and facilitator. according to rachman et al., (2017) one alternative that can encourage students to improve learning outcomes and scientific attitudes of students is lkpd teaching materials, where the presentation of lkpd is developed by using electronic media as a learning medium that supports a learning process. based on the results of observations and interviews at smp negeri 33 semarang with one of the science teachers, it shows that learning innovation in the classroom is still lacking. this can be seen from the less interesting learning because many students pay less attention to learning and tasks that are not maximally complete due to the low motivation of students. it can be seen from the results of the assessment of science subjects, especially vibration and wave material, which are still below the minimum completeness criteria (kkm). the minimum completeness criteria for the subject is 75. only 55% of all viii grade students who achieved learning completeness criteria supported by a direct statement from the science teacher at smp negeri 33 semarang that the material of vibrations and waves was difficult to understand formulas. based on these results, it is needed that can improve cognitive learning outcomes and student motivation. the guided inquiry learning model by integrating electronic student worksheet technology is a solution in learning because it is supported by research by rachman et al., (2017). one alternative that can encourage students to improve learning outcomes and scientific attitudes of students is lkpd teaching materials, where the presentation of lkpd is developed with one of them utilizing electronic media as a learning medium that supports a learning process. method the research subjects were students of smp negeri 33 semarang class viii h and viii i. class viii h was the control class, and class viii i was the experimental class. this study's sampling technique is the cluster random sampling technique or included in probability sampling, which is a sampling technique that provides equal opportunities for each element (member) of the population to be selected as a sample. the type of research used is experimental research. the data collection methods in this study are as follows: (1) the interview method is used to determine the learning process in the classroom, (2) the questionnaire method is used to determine the learning motivation of students and to support the test method, (3) the test method is used to determine the influence of the application of guided inquiry-based e-lkpd learning. data analysis in this study was (1) homogeneity test, (2) normality test, (3) n-gain, (4) related t-test. result and discussion research results obtained from research that has been carried out include (1) research documentation, (2) posttest data, and pretest (3) questionnaire data on students' learning motivation. the homogeneity test analysis of novalino. a.a., et al. / journal of environmental and science education 1 (1) 2021 10 the initial data (daily test data on the previous material) in each class will be used to determine the research sample. the results of the experimental class and control class students' initial data test are the same or homogeneous, which can be used for initial research data. the results of the homogeneity test were also carried out on the pretest data. this shows that the pretest results of the experimental and control class students are the same or homogeneous. the results of the homogeneity test were also carried out at the posttest. shows that the posttest data of the experimental and control classes are the same or homogeneous. table 1. homogeneity test results the normality test is used to determine whether the test score data of students in the experimental and control classes are normal or not. the results of the analysis of the final data normality test (pretest and posttest data) in each class will be used to determine the data obtained after normal research or not and used to determine further tests. table 2. results of the pretest and posttest normality test data on cognitive learning outcomes were obtained from pretest and posttest results. this increase in cognitive learning outcomes can be analyzed with the n-gain formula. this test of increasing learning outcomes aims to determine the magnitude of the increase in learning outcomes before being treated and after being given treatment. students' cognitive learning outcomes are said to increase if at least they reach the moderate criteria with an interval of 0.3≤ g ≥ 0.7. the pretest and posttest that are normally distributed can be used for further tests with parametric statistics, namely the comparative ttest related test. the t-test or two different tests on average were used to determine the significant effect of learning using guided inquiry-based e-lkpd on cognitive learning outcomes and student learning motivation on vibration and wave material. significant differences can be seen by determining t and t table and rejection of h0 if t> t table. table 3. t-test results related to pretest and posttest data data class average df tcount information pretest experiment 67,06 31 0,22 there are significant differences control 59,69 31 posttest experiment 67,06 32 0,13 control 59,69 32 based on table 3 shows that the t-test pretest and posttest data there is a significant difference in the cognitive learning outcomes of students in the experimental class and control class because the results of tcount <ttable and h0 are accepted. the improvement of students' cognitive learning outcomes can be analyzed using n-gain. n-gain analysis aims to determine the increase in cognitive learning outcomes of students at the first meeting or pretest to the last meeting, namely the 6th posttest. table 4. n-gain cognitive learning outcomes the n-gain value in the analysis of students' cognitive learning outcomes shows that the experimental class is higher than the control class even though it is still in the moderate category. the experimental class got an n-gain value of 0.40 in the moderate category, while the control class was 0.32 in the moderate category. this category is in accordance with meltzer (2002) showing that n-gain 0.3 <g <0.7 is moderate category. data class variance fcount ftable criteria early experiment 136,996 0,65 1,89 homogen control 90,125 pre test experiment 136,996 0,65 1,89 homogen control 90,125 post test experiment 85,78 0,45 1,89 homogen control 39,09 data class 2count 2table criteria pretest experiment 0,128 0,241 normal distribution control 0,111 post test experiment 0,140 control 0,111 data experiment n-gain control ngain pretest post test pretest post test lowest score 40 67 0,40 mode rate 37 50 0,32 mode rate highest score 85 94 77 90 averange 67,06 81,53 59,69 72,78 novalino. a.a., et al. / journal of environmental and science education 1 (1) 2021 11 table 5. percentage difference in increasing cognitive learning outcomes based on table 5 shows that the percentage of increase in the experimental class with learning using guided inquiry-based e-lkpd is 14.47, better than the control class using unassisted lkpd is 13.09. the percentage difference analysis between these two classes was assessed from the pretest and posttest, as seen in figure 1 figure 1. differences in cognitive ability improvement analysis of students' learning motivation questionnaire. the student learning motivation questionnaire was used to determine the effect of increasing students' learning motivation after implementing learning using guided inquirybased e-lkpd on the experimental class and learning using printed lkpd in students' textbooks in the control class. learning motivation data were obtained from observation sheets in the experimental class and control class. the observation sheet consists of eight indicators of learning motivation, namely as follows: (1) persevering in facing tasks, (2) persistence in facing difficulties, (3) showing interest in various problems, (4) preferring to work independently, (5) not fast bored with routine tasks, (6) can defend his opinion, (7) not easy to let go of what he believes, and (8) enjoy looking for and solving problems. based on the research results carried out at smp negeri 33 semarang with 32 students in each class divided into the control class viii h and the experimental class viii i. the results of learning motivation in the experiment class after learning using inquirybased e-lkpd guided by 0.4 and the control class only 0.17 seen from n-gain. the t-test final learning motivation in the experimental class is 133.97, and the control class final learning motivation is 117.75. the percentage of the control and experimental classes' initial motivation is the same, namely in the low category where the control class is 43.41% and the experimental class is 47.25%. after carrying out learning in the control class using lkpd in the textbook assisted by quipper media, it has increased but is still in the low category, namely by 48.08%. whereas in the experimental class, after implementing learning using guided inquiry-based e-lkpd, it has increased by being in the high category by 78%. analysis of the observation sheet data is testing the normality of the observation sheet data. the normality test is used to determine whether the data is normally distributed, to determine the next analysis. observation normality test can be seen in table 6 table 6. results of normality test for early learning motivation questionnaire data class p value criteria early experiment 0.468 normal distribution control 0.475 normal distribution based on table 6 early learning motivation between the experimental and control classes are both normally distributed which is used as a condition for conducting the t-test. this is because the p value <0.05. the final learning motivation normality test was also carried out to determine the posttest t-test with the results shown in table 7 table 7. results of the normality test for the final learning motivation questionnaire 67 82 0,401 59,6 72,7 0,32 0 20 40 60 80 100 pretest posttest n-gain differences in cognitive ability improvementdifferences in cognitive ability improvement eksperimen kontrol class averange score enchance ment (pretestposttest) ngain criteria pretest post test experiment 67,06 81,53 14,47 0,40 moderate control 59,69 72,78 13,09 0,32 moderate data class p value criteria final experiment 0.092 normal distribution control 0.230 normal distribution novalino. a.a., et al. / journal of environmental and science education 1 (1) 2021 12 based on table 7 final learning motivation between the experimental and control classes is normally distributed, which is used as a condition for conducting the t-test. this is because the p value <0.05. the data is then followed by parametric analysis. the analysis used in the questionnaire data was the difference test. test the difference between the control class and the experimental class using the right-hand one-sided t test. oneparty t test can be seen in table 8 table 8. different test results on learning motivation questionnaire data class averange df tcount information experiment 133,97 31 7,45 there are significant differences kontrol 117,75 31 table 9. comparison results of initial learning motivation for each indicator the difference test result with a significant level of 5% df price is 31 while the tcount is 7.45. based on these data tcount> ttable so that ho is rejected. guided inquiry-based e-lkpd learning affects students' learning motivation in the experimental and control class and in the experimental class higher than the control class. based on the recap of the initial and final learning motivation questionnaire results, it can be seen that the comparison of the initial and final learning motivation questionnaire in the control class and the experimental class per indicator. the following is the comparison of the learning motivation of early students in table 9. based on table 9, it can be seen that in the control class and experiment, students' initial learning motivation is in the low category because they have not experienced learning using guided inquiry-based e-lkpd in the experimental class. the following table shows a comparison of students' final learning motivation between the control and experimental classes per indicator. table 10 comparison results of final learning motivation for each indicator no indicator class control result (%) experiment class result (%) 1. diligent in facing the task 16,2% 88,6% 2. resilient to adversity 19% 65,9% 3. shows interest in various problems 6,9% 50% 4. prefer to work independently 15% 65,3% 5. do not get bored quickly on routine tasks 8,6% 63% 6. can defend his opinion 17% 59,5% 7. it's not easy to let go of what is believed 0% 57,1% 8. enjoy finding and solving problems 2% 80% based on table 10 it can be seen that there was an increase in the experimental and control class. however, in the control class the increase was only slightly so that it was still in the low category by implementing learning using lkpd in the textbook of each student assisted by applications from schools in the form of the quipper platform. whereas in the experimental class there was also an increase with the average being in the high category with learning using guided inquiry-based e-lkpd. after that, look for the difference in comparing the increase in early and late learning motivation between the control and experimental classes below in table 11. the following table shows the difference between the comparison of the increase in early and late learning motivation for each indicator between the control and experimental classes in figure 2. no indicator control class experiment class result (%) category result (%) category 1. diligent in facing the task 43% low 44% low 2. resilient to adversity 42% low 47% low 3. shows interest in various problems 43% low 50% low 4. prefer to work independently 40% low 49% low 5. do not get bored quickly on routine tasks 46% low 46% low 6. can defend his opinion 41% low 47% low 7. it's not easy to let go of what is believed 45% low 49% low 8. enjoy finding and solving problems 49% low 45% low novalino. a.a., et al. / journal of environmental and science education 1 (1) 2021 13 figure 2. class control and experiment control based on the data, it is known that between the control and experimental classes, each has an increase in each indicator and the experimental class data is higher than the control class. it shows that learning using guided inquiry-based e-lkpd affects students' learning motivation supported by the t-test analysis. test that the experimental class with the control class is different, although not significant, indicated by the experimental class's learning motivation is higher than the control class. table 11 results of the difference in comparison of the increase in early & late learning motivation for each indicator student response questionnaire analysis student response questionnaires can be used to determine students' responses related to the learning model used in the form of guided inquiry-based e-lkpd in improving cognitive learning outcomes and student learning motivation on vibration and wave material. based on the results of research conducted at smp negeri 33 semarang with 32 students who applied the learning model using guided inquiry-based e-lkpd, it was obtained an average of 78% with good criteria which can be seen in table 12 table 12. results of students' responses to elkpd learning based on guided inquiry no statement percentage (%) criteria positive statement 2. when i took the multiplechoice test, i didn't feel pressured 76% good 3. the time for taking multiple-choice tests is in accordance with the number and type of questions.. 80% good 4. the images in the multiple-choice test are clear and easy to understand 80% good 5. the use of language in multiple-choice tests is easy to understand. 85% very good 6. the guidelines for taking multiple-choice tests are clearly stated. 82% very good 7. the material in the multiple-choice test corresponds to the vibration, wave and sound material. 81% good 8. multiple-choice tests help determine abilities and weaknesses in mastery of the material. 81% good 9. mastery after the test helped me straighten and reinforce the concepts i wasn't good at. 78% good 11. in order to master the material of vibration, waves and sound i have to study harder in order to understand the concept correctly 74% good 14. my curiosity is often moved by the teacher's questions and problems in the subject of vibrations, waves, and sounds. 75% good 16. my family always accompanies me when i'm studying at home. 77% good 18. the atmosphere in my classroom is very comfortable, making me focus more on understanding the 75% good 0 20 40 60 80 100 in d ik a to r 1 in d ik a to r 2 in d ik a to r 3 in d ik a to r 4 in d ik a to r 5 in d ik a to r 6 in d ik a to r 7 in d ik a to r 8 class control and experiment control kontrol eksperimen no indicator control class experiment class result (%) category result (%) category 1. diligent in facing the task 50% low 83% high 2. resilient to adversity 50% low 78% high 3. shows interest in various problems 46% low 75% high 4. prefer to work independently 46% low 81% high 5. do not get bored quickly on routine tasks 50% low 75% high 6. can defend his opinion 48% low 75% high 7. it's not easy to let go of what is believed 45% low 77% high 8. enjoy finding and solving problems 49% low 81% high novalino. a.a., et al. / journal of environmental and science education 1 (1) 2021 14 material concepts of vibration, waves, and sound. 19. success or failure in this study is up to me. 80% good negative statement 1. i studied vibrations, waves, and sounds, just memorizing it. 73% good 10. the concepts that i learned in the material of vibration, waves, and sound cannot benefit me in my daily life. 76% good 12. vibration, wave and sound matter is very difficult for me. 71% good 13. mathematical equations or formulas for vibration, wave and sound are difficult to understand 75% good 15. when learning was boring, it was difficult for me to understand concepts. 75% good 17. my parents never asked about my learning progress. 77% good average 78% good figure 3. graph of questionnaire analysis of students' responses to learning using e-lkpd based on guided inquiry table 12 shows that the student response questionnaire results related to the implementation of guided inquiry-based elkpd learning get a good response. this analysis indicates that the applied learning model has a positive impact and is accepted by students. conclusion learning using guided inquiry-based elkpd has an effect on improving cognitive learning outcomes in the moderate category and affects the learning motivation of students with good categories seen from the analysis per indicator and students' responses to the use of guided inquiry-based e-lkpd learning at smp n 33 semarang is good. references erdem, m., & kibar, p. n. (2014). student's opinion facebook supported blended learning environment. turkish online journal educational technology, 13(1): 199206 fauziyah, d. (2015). penerapan strategi pembelajaran inkuri pada mata pelajaran ekonomi pokok bahasan pasar. prosiding seminar nasional pendidikan ekonomi fe. yogyakarta: universitas negeri yogyakarta. mayasari, t., a. kadarohman, d. rusdiana, & i. kaniawati. (2016). apakah model pembelajaran problem based learning dan project based learning mampu melatih keterampilan abad 21. journal of physics and scientific education (jpfk), 2(1): 48-55. rachman, abd, f., ahsanunnisa, r., & nawawi, e. (2017). pengembangan lkpd berbasis berpikir kritis materi kelarutan dan hasil kali kelarutan pada mata pelajaran kimia di sma. alkimia. jurnal kimia, 1(1): 16-25. sukartono. (2018). revolusi industri 4.0 dan dampaknya terhadap pendidikan di indonesia. journal fip pgsd universitas muhammadiyah surakarta. zubaidah, s., s. mahan, l. yuliati & d. sigit. (2014). buku guru ilmu pengetahuan alam. jakarta: kementrian pendidikan dan kebudayaan. 60% 70% 80% 90% p 1 p 4 p 7 p 1 0 p 1 3 p 1 6 p 1 9 graph of questionnaire analysis of students' responses persentase 32 jese 1 (1) (2021) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese implementation of e-module integrated science based on joyful learning with breathing system theme on students’ critical thinking skills and learning independency ayu ariana rahmawati1, parmin1 1integrated science department, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 article info ________________ received 8 january 2021 accepted 12 february 2021 published 17 february 2021 ________________ keywords: e-module joyful learning critical thinking skills learning independent ____________________ 🖂corresponding author: ayu ariana rahmawati universitas negeri semarang e-mail: ayuariana2@gmail.com abstract this research aims to determine the effect of e-module on students' critical thinking and learning independence development. the design of this research was quasiexperimental with a nonequivalent control group design. the sample was drawn using a random sampling technique with viii d class as the experiment group and viii c class as the control group. the data were collected through taking documentation data, tests, observation, and questionnaires. using e-module was measured and analyzed by using t-test then descriptive analysis of observation and questionnaire. the research shows that ttest analysis to students' critical thinking skills is 10,77741 > 2,0003, meaning that there is a significant difference because tvalue > ttable. meanwhile, for students' learning independency, it shows that r=0,9319 and the coefficient of determination of 86,84% mean that e-module has a positive effect on learning independency. students also gave a good response of 83,87% so it can be concluded that e-module integrated science based on joyful learning was successfully affected' critical thinking skills and learning independency. 2021universitas negeri semarang rahmawati, a.a. et. al. / journal of environmental and science education 1 (1) 2021 32 introduction the rapid development of science and technology is a hallmark of the globalization era in the 21st century today. such circumstances make it easy for each individual to access and obtain information (as'ari, 2014). national education system law no. 20 of 2003 clarifies that education must be student-centered so that students can be active in learning. student center-oriented science learning in accordance with the 2013 curriculum. curriculum 2013 is the latest curriculum applied in indonesia. permendikbud no. 70 years 2013 on the basic framework and curriculum structure there are improvements to the curriculum 2013, namely isolated learning patterns in which students can learn from anyone and at any time that can be obtained from the internet and passive learning patterns into critical learning. through curriculum improvement in 2013, the government expects a change in the learning process. students are expected to have important competencies that each individual must-have. critical thinking ability has an important role in the world of education. it is the main goal in learning because with adequate critical thinking ability, students can master the content of each subject they learn and apply it in their daily lives. critical thinking ability is a skill that intensifies problem-solving for motor skills with learning process, learning procedures and learning performance (rawahi, 2015). nugraha et al. (2017) explained that critical thinking ability is a competency that every individual must have to live successfully and responsibly and face challenges in the present and future. but with the development of the world of education does not mean the indonesian state science's ability to have a high score worldwide. this is evidenced by the 2018 pisa report results, which stated that indonesia's ipa capability ranks 74th out of 79 countries (oecd, 2018). this shows that indonesia's quality of education, especially in science, is far behind compared to other countries. jumaisyaroh et al. (2015) say that critical thinking ability is related to the independence of learning owned by a person. students who have high critical thinking ability have better learning independence than students who have moderate or low learning independence (yanwar & fadila, 2019). self-reliance on learning is defined as a learning process in achieving certain goals required to be active individually or not dependent on others, including teachers (isnaeni et al., 2018). students' independence is to foster confidence that is very important for students and faster in receiving learning materials to shape the character of students for the better (diniyah et al., 2018:15). one of the most important factors that students must have is selfreliance in learning. with the independence of learning, students can conduct their learning activities with a sense of responsibility, a strong will, and a high discipline attitude that will affect increased learning achievement. the results of initial observations made in science learning activities at smp negeri 24 semarang grade viii showed that students' critical thinking ability is still low. undeveloped critical thinking skills are caused in the learning process when given a question or problem, students have difficulty in solving problems, finding solutions and drawing conclusions. it is shown that uas score data is only 20%-30% of students who have a score above kkm, with kkm science subjects for grade viii being 75. thinking learning strategies has not been used properly in the science learning process in schools, so students are less able to develop critical thinking skills and have little creative and innovative attitudes. low critical thinking ability is also followed by low self-reliance learning. this can be seen when students are not independent enough to study at home. most students want to study if there will be a daily repeat or semester exam. students lack the confidence to express their opinions. many students are nice to play alone when the teacher describes the learning in the classroom. this is not following the indicators of self-reliance according to aslamiyah et al. (2019) on indicators of non-reliance on others. students must have confidence and pay attention in expressing opinions, as well as indicators of having a sense of responsibility. one way to overcome critical thinking ability and learning independence is to provide teaching materials that students can use to learn. erlinda (2017) stated that success in learning depends heavily on the use of learning resources or media used during the learning process. one of the right learning teaching materials is the module. modules are used in the form of emodules that utilize the field of science and technology. an electronic module is a form of presentation of self-taught materials systematically arranged to achieve a specific rahmawati, a.a. et. al. / journal of environmental and science education 1 (1) 2021 33 learning objective. the research results conducted rokhmania & kustijono (2017) that the use of e-modules proved successful in improving critical thinking ability. sugiharti et al. (2019) stated that e-module-assisted learning effectively improves students' critical thinking skills than conventional learning. in this study, an e-module was uploaded on google classroom application. the google classroom use actually makes it easier for teachers to manage learning and deliver information quickly and accurately to students (hardiyana, 2015). malalina & yeni (2018) argues that an educator can create a class with google classroom, share assignments, submit suggestions, and view learning activities in one place quickly, easily and equipped with the best security technology at no additional cost. google classrooms are accessible to teachers and don't take long. the advantages of the google classroom application are easy to use, save time, flexible and free. learning with the help of the google classroom has the advantages to make it easier for students to learn. this google classroom app is accessible for free and specifically designed to help teachers or teachers learn. one of the materials that can train students' critical thinking skills is understanding humans' respiratory systems. human respiratory system material is a class viii, even semester science material. the human respiratory system involves the internal organs to respiration. these internal organs cannot be seen directly, so the material is quite difficult because many terms and students must understand the respiratory process's organs. e-modules are created by utilizing the development of science and technology-based joyful learning. teaching materials contain materials equipped with interesting images delivered with joyful learning. joyful learning is a learning model with an emphasis on learning while working that has fun characteristics, engages students and requires students to be active. joyful learning uses a learning process at is applied to students through educational games, quizzes, group work, and other physical activities. permatasari et al. (2014) said that the application of joyful learning is carried out in four stages, namely: experience, interaction, communication, and reflection. the indicators used in the research are according to aqib (2013) which is experience, interaction, communication and reflection which is a step in joyful learning activities in pakem. based on these problems, it is felt necessary to research "implementation of e-module integrated science based on joyful learning with breathing system theme on students critical thinking skills and learning independency." method this research uses an experimental method with an experimental quasi research design with a nonequivalent control group design (sugiyono, 2017). the sampling technique is random sampling. homogeneity test results obtained class taken as a sample of research in class viii d (experimental class) and class viii c (control class). the design pattern of the research design can be seen as follows: figure 1. nonequivalent control group design research design description: e: experimental class k: control class o1&o3 : group of students before being treated o2: group of experimental class students after being treated with learning using joyful learningbased integrated science e-module o4: group of control class students after learning using science package book from school data collection techniques using tests, observations, and questionnaires. test method to know critical thinking ability. observation method to know the independence of students' learning during the learning. questionnaire method to find out students' response to the use of integrated science e-module based on joyful learning. the analysis was homogeneity test, normality test, t test, and student response analysis. result and discussion implementation of e-module integrated science based on joyful learning to critical thinking ability this study's influence aims to measure the differences in implementation or actions caused by the use of integrated science e-modules based on joyful learning to critical thinking ability. rahmawati, a.a. et. al. / journal of environmental and science education 1 (1) 2021 34 integrated science module e-module based on joyful learning affects if there are differences in critical thinking ability and independence of learning experiment class is greater than control class. test differences in the use of integrated science e-modules based on the respiratory system's joyful learning themes against critical thinking ability by conducting a difference test of the average post-test value of experimental classes and control classes. the results of the calculation show in table 1. table 1. test differences in average critical thinking ability data n dk ttable tvalue description experiment 31 60 2,0003 10,77741 h0 reject control table 1 shows the value of tvalue > ttable. the results show that ha received a significant difference in the average value of students' critical thinking ability in the experiment class and control class. the existence of these differences indicates the influence of the use of integrated science e-module teaching materials based on joyful learning and critical thinking ability. the analysis results also showed significant differences in each indicator of students' critical thinking ability in the experiment class and control class, more in figure 2. figure 2. percentage of average critical thinking ability indicators description: indicator 1: focusing the question indicator 2: analyzing questions indicator 3: ask and answer a challenge or explanation indicator 4: consider the accuracy of the source indicator 5: observe and consider the observation report indicator 6: induce and consider induction results indicator 7: deduct and consider deduction results indicator 9: identify the term indicator 10: identify assumptions indicator 11: decide on an action based on table 1 of the average difference in the increase in the experiment class's critical thinking ability with the control class, there was a significant difference in the average value of students' critical thinking ability in the experiment class and control class. this is inseparable from the use of joyful learning-based integrated science e-modules that run smoothly, making students more active and enjoyable. in line with khairiyah & faizah (2020), which states that the advantages of learning that emphasizes the critical thinking process are that students will have the ability to solve problems both in the classroom and in the classroom and in dealing with real problems experienced. soenarno (2017) revealed that the use of active and enjoyable learning can make students more enthusiastic in following the learning so that learning achievements increase. this is in line with research conducted by prasetyowati et al. (2014). learning using joyful learning-based science modules has a significant effect on learning outcomes and there is an increase in the average value of student learning outcomes. there are differences in experimental classes' critical thinking ability using joyful learningbased integrated science modules on the theme of the respiratory system compared to control classes that use package books from schools. this is because the integrated science e-module based on the joyful learning theme of the respiratory system is able to help students to better understand the material than the package book from the school. science package book from school does contain a lot of materials but often the material is considered incomplete, still need another companion book. the contents of help also make to understand better because there is too much writing. science e-module based on its many themes, the story system is often material and at the needs of the material and more complete. it is compiled from several libraries and supporting info from various sources. according to rosida and tri (2017), the use of module teaching materials allows students to formulate problems, give arguments, and evaluate a given problem so that with the use of modules can train students' critical thinking skills. learning using teaching materials improves optimal learning activities according to the level of ability and progress obtained during the learning process. the results of this study are supported by the results of minarni et al. (2019). the use of media rahmawati, a.a. et. al. / journal of environmental and science education 1 (1) 2021 35 with visuals combining text and images can make place more interesting, fun and meaningful and can increase curiosity about what is learned. this can mean that visual media (color display or image) can facilitate understanding, strengthen memory, foster interest, and provide a relationship between the core of the subject matter and the real world. the use of interesting picture illustrations such as comics can also influence students' attractiveness to understand the material presented to achieve learning goals (budiarti & haryanti, 2016). the use of modules not only makes students rely on teachers as the only source of knowledge, but students can learn independently to solve existing tasks and problems. thus, students' learning experience in discovering new knowledge helps them better understand the material they learn. besides, in its use modules in this research utilize the field of technology. students can open modules with the help of a computer or smartphone. the learning process at the experience stage of students doing library studies opens and reads the joyful learningbased integrated science e-module in the google classroom using a smartphone. the interaction stages are created when students have discussions and work in a group, and students are also invited to play roles. at this stage, it is seen how students interact with their respective groups. interactions are made with a variety of discussion activities so that students do not get bored in receiving lessons. the communication stage is created when students deliver the results of the discussion in front of the class. each group will come forward with a talking stick game where the teacher gives markers to the students, and then the markers will be distributed to all students accompanied by a song sung together. the markers will stop being distributed when the song is finished singing. the student who holds the marker when the song is finished is the first one. then the group presents the results of the discussion first. the reflection stage is created when students work on the reflection questions at the end of each lesson. furthermore, the teacher provides clarification or discussion together about the results of the discussion and, together with the students, draw conclusions from what has been learned at each meeting. ambarwati and suyatna (2018), in their research, revealed that the application of electronic modules equipped with images and exercises of various questions can foster and improve students' critical thinking skills. in line with sugianto et al. (2013) statement, electronic modules can be used as a source of independent learning that can help students improve their competence or cognitive understanding and not rely on the only source of information. learning with joyful learning or fun learning also has an effect. this learning uses a variety of methods such as discussion, practicum, and role-playing, where all methods are student-centered. students are invited to build their knowledge and connect it with the concepts already in the emodule. something new can be learned well depending on what is already known (advance organizers). widyawulandari and indriayu (2019), in their research, revealed that active base learning or joyful learning activities by turning classes into centers of activities make the learning process more meaningful. marlina (2020), joyful learning with teachers conveys learning while playing without neglecting the learning objectives making students more enthusiastic and active. learning is more meaningful, and students can absorb the material taught better because students conduct their own search for information and learning activities to build knowledge. students' response to the use of joyful learning-based integrated science e-modules by 83.87% with highly effective categories became evidence of the influence of significant differences between experiment classes and control classes. the results of the highly effective student response questionnaire are in accordance with herawati & muhtadi (2018) research the use of teaching materials in the form of electronic modules increase attention to learning materials, make learning more persuasive, encourage student motivation and support in learning activities. in line with khotim et al. (2015) the use of e-module-based makes learning more effective and efficient, and easier in the delivery of materials in learning activities. in addition, learning is also more effective and efficient. according to rigos and ayad (2010), pleasant conditions can increase students' motivation and desire to take lessons. most students state that learning using joyful learning-based integrated science e-module teaching materials makes students more active and interested in following learning because learning becomes more enjoyable. students also feel more able to understand the learning materials so that students are motivated to learn more vigorously. in addition, research activities to solve problems in the integrated science emodule based on joyful learning can foster students' critical thinking skills. the implementation of joyful learning-based integrated science e-module uploaded on google classroom is a new thing for students so as to increase students' interest in implementing learning. this shows that learning with the help of teaching materials in the form of integrated rahmawati, a.a. et. al. / journal of environmental and science education 1 (1) 2021 36 science modules based on joyful learning is effectively used and can be used as an alternative to be applied in learning. implementation of e-module integrated science based on joyful learning to independent learning analysis of learning independence is measured using observation sheets conducted by observers at each meeting. observations were made during the learning process with three meetings. the integrated science e-modules is based on joyful learning themes of the respiratory system on student learning independence shown in table 2. table 2. results of e-module analysis on learning self-reliance data type n r kd (%) dk ttable tvalue description experi ment 31 0,9319 86,84 12 2,1788 8,9 the are differences control 31 table 2 shows the value of tvalue > ttable so that ho is rejected and means there is an influence that is the difference in the use of integrated science e-module based on the joyful learning theme of the respiratory system selfreliance learning. in addition, based on observation data of 86.84% were influenced by the use of integrated science e-modules based on joyful learning themes of the respiratory system. in comparison, other factors influenced the remaining 13.16%. the results of self-reliance research on learning in experimental classes and control classes for each indicator during three meetings with 14 sub-indicators can be seen in the picture presented. figure 3 shows the observations of students' learning independence on all six indicators. figure 3. results of observation of self-reliance learning the study results are in line with abidin and el walida (2017), who explained that the use of e-modules could facilitate and help students in self-learning in this case, namely self-reliance on learning. in line with rifa'i research (2019), which said that the use of e-modules could be a trigger for self-reliance learning because they can learn with e-modules anywhere and anytime. in addition, pradana et al. (2020) stated that learning using e-modules effectively improves student self-reliance and learning outcomes. the observation sheet of self-reliance is carried out every meeting, from meeting 1 to meeting 3 and filled by 4 observers. learning independence data is analyzed on every indicator. from the 6 indicators of self-reliance learning into 14 sub-indicators observed in the observation sheet of self-reliance learning. analysis of the observation results of the six indicators of learning independence with 14 subindicators, among others as follows: 1. indicators of having confidence indicators have confidence. there are three sub-indicators observed, namely sub-indicators of courage to express opinions, sub-indicators of courage to present the results of discussions or group work, and sub-indicators of attitudes when working on reflections or questions. the result of sub-indicator 1 analysis in the experimental class was 83.51% with excellent category and in the control class by 80.65% with good category. observation sheet analysis in sub-indicator 2 in the experiment class was 84.95% with excellent category and in control class by 80.29% with good category. the result of observation sheet analysis in sub indicator 3 in the experiment class was 89.96% and in the control class was 85.30% with both having excellent categories. based on these results, in the experiment class's indicators, there is a higher independence of learning than the control class and in the attitude items when working on reflection or questions have the highest difference between the experiment class and the control. the learning process in the experimental class shows that students are very enthusiastic and active in learning. learning is done using various methods such as discussion, practicum, and roleplaying. all of these activities are studentcentered, so students are required to play an active role in learning. students also actively express their opinions both in the group and when presenting results in front of the class. students are confident in presenting the results of discussions and even between groups competing with each other to finish working on the lks in order to complete it in front of the class. the e-module arranged in various forms the usual multiple choices and square word, crossword puzzles, and matchmaking, making students interested in working and not getting bored quickly when working on each subsection. according to sunismi and fathoni (2017), the use of e-modules can increase student activities in rahmawati, a.a. et. al. / journal of environmental and science education 1 (1) 2021 37 learning activities. in line with bahri et al. (2018) research, active learning will increase motivation and competence in solving problems built by the knowledge that students have possessed. 2. indicators have a sense of responsibility in the second indicators, two sub-indicators were observed, namely the 4th sub-indicator activeness of participating in group discussions/work and the 5th sub-indicator working on group tasks in the integrated science e-module based on joyful learning. the result of observation sheet analysis of item 4 in the experiment class was 92.47% and in the control class was 84.95% with both having excellent categories. the result of observation sheet analysis of the 5th item in the experiment class was 89.96% and in the control class was 83.87% with both having excellent categories. based on these results, it is known that in the second indicator, having a sense of responsibility of the experiment class has higher learning independence than the control class. this happens because the experimental class shows that students are very enthusiastic and active in learning using integrated science emodules based on joyful learning. in addition, students are responsible and actively participate in group discussions. students are also responsible for doing group tasks in working on lks. experimental classroom learning using joyful learning-based integrated science emodules causes the independence of learning on indicators to have a higher sense of responsibility than control classes that use only package books from schools. because in the use of joyful learning-based integrated science e-modules, students are tasked with opening through the google classroom and understanding the materials taught at each meeting. students are able to be responsible for opening integrated science modules based on joyful learning when learning is done. this shows that students in the experimental class have a sense of responsibility to open and understand the teaching materials used. 3. indicators of non-hanging towards others for indicators of indifference to others, there are 5 observed sub-indicators that are the 6th sub-indicator asking about the material in the integrated science e-module based on joyful learning that is not yet understood, the 7th subindicator answers the questions of teachers or friends in accordance with the material of the respiratory system, the 8th sub-indicator records important points about the respiratory system material described by the teacher, the 9th subindicator works on the material content in the integrated ipa e-module based on joyful learning, and the 10th sub-indicator uses other references to complement the information in the joyful learning-based integrated science emodule. the average result of analysis in the 3rd subindicator stated that in the experiment class was 86.67% with a very good category and in the control class by 80.93% with a good category. based on these results, it is known that the third indicator in the experimental class has higher learning independence than the control class, although it differs insignificantly. it shows that students in the experimental class are very enthusiastic in learning using integrated science e-module teaching materials based on joyful learning. discussion activities are carried out in accordance with the contents of the e-module of the respiratory system material. students confirm by asking the teacher about the material in the joyful learning-based integrated science e-module. in addition, students also work on questions or exercises that exist in the integrated science emodule based on joyful learning individually that shows no depends on others (have their learning initiatives). in line with hanikah's research (2019), self-help does not mean selfstudy without others' help, but with its initiatives with or without the help of others. in line with danuri(2014:55) that teaching materials uploaded in the google classroom is one that can improve learning initiatives. learning in experimental classes many students ask questions and answer questions from teachers that cause more active learning. in addition, students independently record important points in the book as well as work on existing questions and use other references to get more information. these things can improve students' self-learning initiatives. 4. indicators of discipline in the indicator of discipline behavior, there are 2 sub-indicators observed. first, the 11th subindicator of completeness in the integrated science e-module based on the respiratory system's joyful learning theme. second, the 12th sub-indicator of completeness teaches lines in carrying out the task in the integrated science emodule based on the joyful learning theme of the respiratory system. the 11th sub-indicator analysis in the experimental class was 93.19% and in the control class was 88.53%, with both having excellent categories. the 12th subindicator analysis in the experimental class was 94.98%, and in the control class was 88.53%, with both having excellent categories. in the indicators of the four experimental classes there is higher learning independence than the control class. rahmawati, a.a. et. al. / journal of environmental and science education 1 (1) 2021 38 the difference in results is due to the experimental class's learning process showing that students are very enthusiastic and active in learning using integrated science modules based on joyful learning. in the experimental class, students are disciplined in opening e-modules contained in the google classroom. students also disciplined use e-modules contained in the google classroom to learn independently. this led to the independence of learning on indicators of behaving in experimental classroom disciplines better than control classes. the fifth indicator is one sub-indicator observed, the 13th sub-indicator of attitudes when following the learning process. the 13th sub-indicator analysis of the experimental class was 92.83%, and the control class was 85.66%, with both having excellent categories. based on these results, it is known that in the fifth indicator of the experiment class, there is higher independence of learning than the control class. a result of the class learning process experiments, students are very enthusiastic and active in using integrated science modules based on joyful learning. in addition, students can also control themselves from the attitude when following the learning process well and pay attention to what the teacher explains. according to wiyoko et al. (2014), the use of electronic modules can increase student motivation and learning. 6. indicators of accuracy and seriousness in analyzing teaching materials in the last indicator, thoroughness, and seriousness in analyzing teaching materials, one sub-indicator observed that the 14th su indicator reading and understanding the teaching material e-module integrated science based on joyful learning theme of the respiratory system. the 14th sub-indicator analysis results in the experimental class were 88.89% with excellent indicators and in the control class of 81% with good indicators. based on these results, it can be found that in the sixth indicator, the accuracy and seriousness in analyzing the teaching materials of experimental classes have higher learning independence than the control class. in the classroom learning experiments use emodules uploaded on google classrooms that students can use to learn to understand the respiratory system material better because the material is more complete than the one in the science package book. it causes self-reliance to learn on indicators of thoroughness and seriousness in analyzing teaching materials. the experimental classes have better learning independence than the control classes. the results of self-reliance analysis by tahar & enceng (2006) research can increase the independence of learning. with the e-module media uploaded through google classroom, students can know the learning objectives to be achieved. in addition to trying to prepare for learning activities, according to students with learning media uploaded through google classroom, learning activities become more interesting. the results are in accordance with the results of research stated by verstegen et al. (2016), that google classroom supports the implementation of learning so as to improve students' ability to learn. the study results are also in accordance with sutisna (2016), which explains the use of media in the google classroom effectively in increasing the independence of learners learning the learning package c program. conclusion based on the results of research and data analysis conducted, it can be concluded that: 1) there are differences in the use of joyful learning-based integrated science e-modules to critical thinking ability indicated by the results of different t-tests. it shows a significant difference in the average value of students' critical thinking ability in experimental classes and control classes. 2) there are differences in the use of joyful learning-based integrated science emodules for student learning independence indicated by different test results that showed a difference of r = 0.9319 and a coefficient of determination of 86.84%. references abidin, z. dan el walida, s. 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(2014). pengembangan media pembelajaran fisika modul elektronik animasi interaktif untuk kelas xi sma ditinjau dari motivasi belajar siswa. jurnal pendidikan fisika vol.2 no.2 , 1115. wulandari, r., susilo, h., & kuswandi, d. 2016. multimedia interaktif bermuatan game edukasi sebagai salah satu alternatif pembelajaran ipa di sekolah dasar. jurnal pendidikan, 1–8. yanwar, a., & fadila, a. 2019. analisis kemampuan berpikir kritis matematis: dampak pendekatan saintifik ditinjau dari kemandirian belajar. desimal: jurnal matematika, 2(1), 9-22. 11 jese 1 (2) (2021) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese the effectiveness of student facilitator and explaining learning model assisted by edmodo to enhanced students' problem solving ability hanis aulia1*, erna noor savitri1 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 article info ________________ received 4 mei 2021 accepted 10 agustus 2021 published 30 september 2021 ________________ keywords: student facilitator and explaining, edmodo, problem solving ability ____________________ *corresponding author: hanis aulia universitas negeri semarang e-mail: hanisaulia59@gmail.com abstract this study aims to determine the effect and effectiveness of the student facilitator and explaining (sfae) learning model assisted by edmodo to enhanced students’ problem solving abilities. this study uses a quasi-experimental research method. the sample in this study was taken by cluster random sampling technique. data collection techniques in this study used interviews, tests, and questionnaires. analysis of the influence and effectiveness of the student facilitator and explaining (sfae) learning model assisted by edmodo using n-gain analysis and comparative t-test related analysis. the results of the n-gain analysis showed that there was an increase in problem solving ability in the experimental class by 0,45 and in the control class by 0,20. the results of the comparative t-test related showed that there was a significant difference between the problem solving abilities of the control class and the experimental class with t count (3.97) > t tabel (2,0003). the results of the student response questionnaire after carrying out learning with the student facilitator and explaining (sfae) learning model assisted by edmodo showed a very good response of 88.4%. the results showed that the student facilitator and explaining (sfae) learning model assisted by edmodo was effective in enhanced students' problem solving abilities. ©2021 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 aulia, h. et al. / journal of environmental and science education 1 (2) 2021 12 introduction learning in the 21st century helps students to be able to develop their abilities (prihatmojo et al., 2019). one of the 21st century skills that students must have is problem solving ability. problem solving ability is an ability that originates and grows from the human cognitive system, that is a process consisting of four interrelated gradual activities namely: identifying problems, understanding problems, solving problems, and evaluating problems (zunanda & sinulingga, 2015). indicators of problem solving ability consist of: (1) identification the problem, (2) planning a solution, (3) resolving the problem according to plan, (4) re-checking all steps (jayadiningrat & ati, 2018). based on the results of interviews conducted with the seventh grade science teacher at smp negeri 32 semarang, it was found that the level of problem solving ability of seventh grade students in science was on a scale of two out of a total of five scales. students with good problem solving ability only amount to 35% of 31 students in one class, it can conclude that only 10 to 11 students has good problem solving ability. previous research on efforts to improve students' problem solving skills have been carried out by sumiantari et al. (2019), with applying a problem based learning model to improve students' problem solving abilities and showing that there is an increase in students' problem solving abilities at a moderate level and weaknesses are found in research, that learning has not maximum to increased student activity and learning interest, as well as students still have difficulty in carrying out learning using problem based learning. based on that, this study will apply other learning models to improve students' problem solving skills. the learning model that will be applied must be able to increase the interest, active learning of students, and be easy to apply. this study will apply student facilitator and explaining learning model to improve the problem solving abilities of students. this study aims to determine the effect and effectiveness of the student facilitator and explaining learning model assisted by edmodo on the problem solving abilities of students regarding environmental pollution material. the student facilitator and explaining learning model is a learning model to make students easier to understand the learning material because in this learning model students allowed to present and share with other students about a subject matter or an idea. students ideas and opinions can make students active in learning. in the learning process with the student facilitator and explaining learning model, students will act as facilitators or peer tutors with the task of providing explanations or explaining to other students (widiasih et al., 2019). this study combines the student facilitator and explaining learning model with edmodo. edmodo is an interesting application for teachers and students that functions to share ideas, files, activity agendas, and assignments that can create teacher and student interactions. another function of edmodo is to help make it easier for students and teachers to communicate outside of learning done in class (aulia et al., 2019). method the study was conducted at smp negeri 32 semarang which is located at jl. ki mangunsarkoro no.1, karangkidul, kec. central semarang, semarang city, central java 50241. the study was conducted in class vii of the 2020/2021 academic year. the sample in this study was taken by using cluster random sampling technique. the sample used in this study was class vii-h as the control class and class vii-i as the experimental class. data collection techniques used interviews, tests, and student responses questionnaire. the research method used in this study is a quasi-experimental design in the form of a nonequivalent control group design. this study consisted of two groups: a control group and the experimental group were treated differently in each group. tabel 1 is a design study conducted at smpn 32 semarang: table 1. design of study group pretest treatment experiment o1 x control o3 y information: o1 : pretest experiment class o2 : posttest experiment class o3 : pretest control class o4 : posttest control class x : learning with sfae assisted by edmodo y : learning with direct learning before analyzing the problem solving abilities of students, a pretest and posttest data normality test is carried out first to determine the statistical test to be used. based on the results of the normality test on the pretest and posttest scores of students in the control class and experimental aulia, h. et al. / journal of environmental and science education 1 (2) 2021 13 class, it was found that the pretest and posttest scores in both classes were normally distributed, so this study used a parametric test in the form of normalized gain (g) analysis to analyze the effect of the sfae learning model assisted by edmodo on students' problem solving abilities and comparative t-test related analysis to analyze the effectiveness of the sfae model assisted by edmodo in improving students' problem solving abilities when compared to the control class. result and discussion increasing students' problem solving abilities can be analyzed using the normalized gain (ngain) test. the normalized gain (n-gain) test of the pretest and posttest data for experimental and control class can be seen in table 2. table 2. results of n-gain problem solving ability class data average ngain criteria experiment pretest 57,1 0,45 moderate posttest 76,6 control pretest 53,1 0,20 low posttest 62,5 the n-gain value in table 2. shows that the experimental class is higher than the control class. the experimental class got an n-gain value of 0.45 in the medium category while the control class was 0.20 in the low category. this category is in accordance with meltzer (2002) showing that n-gain g > 0.7 is in the high category, n-gain 0.3 ≤ g ≤ 0.7 is in the medium category, and ngain g < 0.3 are in the low category. based on the results of the increase from table 4.2, it can be seen clearly in figure 1. figure 1. n-gain problem solving ability the results of the n-gain analysis showed that there was an increase in problem solving abilities from the treatment given, both in the control class and the experimental class. the increase in problem solving ability in the control class is 0.20 with an increase in problem solving ability in the low category. the increase in the problem solving ability of the experimental class was 0.45 with an increase in the problem solving ability of the medium category. this happened because there were two different treatments between the experimental class and the control class. the experimental class carried out learning about environmental pollution using the student facilitator and explaining learning model assisted by edmodo, and the experimental class carried out learning about environmental pollution using direct learning assisted by whatsapp. the increase in the problem solving ability of students in the experimental class has increased by 0.45 with a moderate increase category. this is because learning using student facilitator and explaining assisted by edmodo helps students to be active in learning and helps students improve problem solving skills. learning using the student facilitator and explaining model provides opportunities for students to become a facilitator who provides explanations to other students. this can train students to be active in giving their opinions on environmental pollution problems and solutions to environmental pollution so that students will be more creative and open in giving opinions on environmental pollution solutions and students will find it easier to remember learning materials because learning is carried out actively in involve students. this is in accordance with research conducted by mulyani (2016), namely: the student facilitator and explaining learning model is a learning model that provides opportunities for students to participate in solving the problems given. the increase in problem solving abilities of experimental class students who are in the moderate improvement category is also influenced by several problems that exist during the implementation of learning, such as: not yet maximal participation of students in learning, some students still do not dare to give their opinions in learning, students who are not active since the beginning of learning will be inactive until the end of learning, the use of the new learning media, namelyedmodo, causes some students to have difficulty in using it, then technical problems such as signals and internet quotas. while the increase in problem solving 57.1 76.6 19.5 53.1 62.5 9.4 pretest average posttest average enhance value experiment class control class aulia, h. et al. / journal of environmental and science education 1 (2) 2021 14 abilities of control class students increased by 0.20 with a low increase category. this is because the implementation of learning is still centered on the teacher so that students entirely depend on the teacher's explanation, the level of participation of students in learning is also still lacking, and learning is carried out through whatsapp groups which have not been able to attract the attention of students in learning. the participation of students in carrying out learning using the student facilitator and explaining model can be said to be good. students begin to show active participation in learning during group discussions, class discussions, and learning through zoom meetings. learning using the student facilitator and explaining model is a new learning for students, especially during online learning, so teachers must always motivate students so that students are enthusiastic and active in the implementation of learning. although not all students in the experimental class showed active participation in every meeting, most of the students showed their participation in learning. student can’t maximum to participate in learning can also be caused by learning carried out using edmodo, some students have difficulty using edmodo because edmodo is a new learning platform for students then student participation is also influenced by obstacles such as signals, internet access and independent learning learners. researchers always coordinate with students such as providing directions and tutorials on how to use edmodo so that students begin to understand how to use it in learning. after the implementation of learning at the first meeting which discussed the definition of environmental pollution, students began to dare to give opinions, suggestions, and questions to other students or teachers. the participation of students always increases in every meeting, along with the higher motivation given by the teacher and increasing student interest in learning using student facilitator and explaining. the participation of students in learning is one of the efforts that can help students in improving their problem solving abilities. based on this, in every meeting the researcher always starts learning by motivating students to participate actively in learning. the learning carried out in the control class using the direct learning model assisted by whatsapp showed the results of increasing problem solving abilities were lower when compared to increasing problem solving abilities in the experimental class. this happens because during the implementation of learning, students only wait for the material delivered by the teacher, and there is no discussion between students so that the learning that is carried out is less interactive. students only depend on the teacher's explanation. this causes students to be less active and creative in giving opinions on the problems given by the teacher, so that some students do not know correctly how to solve problems. based on the results of the comparative t-test related to the pretest data of students in the control class and the experimental class, it shows that there is no significant difference in the pretest data of students between the control class and the experimental class with t count (1.02) < t table (2 ,0003) so that h0 is accepted. it can be seen clearly in table 3. table 3. result of comparative t-test related for pretest data data class tcount ttable criteria pretest experiment 1,02 2,0003 there is no significant different control this results can happen because each student in each control class and experimental class has not carried out science learning on environmental pollution material and has not applied treatment to the experimental class or control class, so the results of the pretest students in the control class and experimental class show no difference. significant or it can be concluded that the students in the control class and the experimental class were homogeneous samples before the treatment was carried out. the results of the comparative t-test related data posttest of students in the control class and experimental class show t count (3.97) > t table (2,0003) so that h0 is rejected and it can be concluded that there is a significant difference between the results of the posttest of students and learning using student facilitator and explaining assisted by edmodo (experimental class) with students in direct learning assisted by whatsapp (control class). it can be seen clearly in table 4. aulia, h. et al. / journal of environmental and science education 1 (2) 2021 15 table 4. result of comparative t-test related for posttest data data class tcount ttable criteria posttest experiment 3,97 2,0003 there is significant different control these results occurred after the implementation of two different treatments between the control class and the experimental class. learning that has been carried out in the control class using direct learning assisted by whatsapp runs like online learning which is usually carried out in class. students in the control class have not shown activeness in learning and activeness in solving environmental pollution problems given by the teacher. students tend to wait for the teacher to explain and provide learning materials. students are less active in giving their opinions when the teacher gives students the opportunity to give opinions on solutions to environmental pollution problems, if there are students who have given opinions on solutions to environmental pollution, other students only listen to their friends' opinions without giving advice or giving his own opinion. this creates less interactive learning between students so that learning is still centered on the teacher or teacher centered learning so that students' problem solving abilities have not increased optimally, considering that there are four indicators of students' problem solving abilities based on jayadiningrat & ati (2018), namely: (1) understanding the problem, (2) planning a solution, (3) solving the problem according to plan, (4) checking back on all steps. each indicator of problem solving ability can be improved if students are actively involved in solving problems and students understand each step in problem solving. the learning that has been carried out in the experimental class using the student facilitator and explaining model assisted by edmodo shows the results where there is an increase in problem solving abilities with moderate improvement criteria, namely the n-gain value of 0.45. this is supported by the results of the comparative t-test related test which shows a significant difference between the improvement of problem solving abilities in the experimental class and the control class with t count (3.97) > t table (2,0003). the significant difference between the increase in problem solving ability of the experimental class and the control class occurred because of the different treatment in each class. the treatment in the experimental class is that learning is carried out with a student facilitator and explaining model assisted by edmodo to create more interactive learning. edmodo media was chosen because edmodo media is a learning tool that provides facilities that can support the sfae learning process. edmodo is equipped with several facilities that can support learning activities, such as quizzes, assignments, polls, grade books, libraries, award badges, and parent codes (ekayati r., 2018). edmodo media is a new learning media used by students in the experimental class, so that students are more active in participating in learning. students have the opportunity to discuss with each other about solutions to environmental pollution problems, in addition to this learning model students can explain each other and help other students to be able to understand the material being studied. learning carried out in the experimental class is also assisted by using the zoom meeting platform. the use of the zoom meeting platform is because students have not maximally understood learning through discussion activities between students. so that researchers must re-explain the learning material so that students better understand the material. the use of the zoom platform aims to allow virtual face-to-face interaction so that the explanations given by the teacher to students are more acceptable because students are more accustomed to getting explanations orally. learning in the experimental class is carried out according to the syntax of the student facilitator and explaining learning model which is assisted by using edmodo media. the syntax of sfae learning consists of six steps, namely: a. the teacher conveys the competencies and learning objectives to be achieved, b. the teacher demonstrates or presents the material, c. provide opportunities for students to explain, d. the teacher concludes ideas or opinions from students, e. the teacher explains all the material presented at that time, f. the teacher closes the lesson (setiawan et al., 2017). the steps in sfae learning help students to improve their problem solving skills. based on ni'mah (2020) the steps in the student facilitator and explaining learning model help students understand and solve problems given by the teacher, so that students' problem solving abilities increase. the increase in the problem solving ability of students in this study was seen from the results aulia, h. et al. / journal of environmental and science education 1 (2) 2021 16 of the pretest and posttest scores, then after being analyzed it was found that the problem solving abilities of the experimental class students experienced an increase and the increase experienced was higher when compared to the control class. these results are supported by poster assignments given to students. after carrying out learning with student facilitator and explaining, students are asked to make posters about environmental pollution and how to overcome environmental pollution problems. the poster assignment given can help researchers find out whether there is an increase in the problem solving ability of students in addition to using test instruments. there are 15 students who have collected poster assignments, the results show that the average student poster score is 87.5 with a very good category. the poster assignment is supporting data that there is indeed an increase in the problem solving ability of students. the problem solving ability of students can not only be seen from the results of students' cognitive test scores, but can be seen from the creativity of students in conveying ideas and opinions about solutions to environmental pollution through posters made. the creativity of students in making posters for solutions to environmental pollution is part of an indicator of problem solving abilities, namely planning for problem solving. posters made by students show that students have good problem solving skills, students make posters with attractive designs and solutions to environmental pollution are also conveyed in good sentences and messages about environmental pollution solutions can be accepted by readers in this case, namely researcher. the effectiveness of the student facilitator and explaining model assisted by edmodo is supported by the results of the student response questionnaire after carrying out learning with the edmodo-assisted student facilitator and explaining model. the student response questionnaire consists of 10 questions with positive aspects questions and negative aspects questions with the same assessment weight for each criterion. the results of the student response questionnaire can be seen in table 4.7 which shows that the student response questionnaire shows an average percentage of 88.4%. based on the results of the questionnaire analysis of student responses regarding learning with the student facilitator and explaining model assisted by edmodo on environmental pollution material, students gave very good responses to the learning that had been carried out, students felt learning was more interesting, made students more active in learning, the learning carried out is not difficult to understand, and learning uses interesting media and helps in the implementation of learning. it can be concluded that the learning carried out using the student facilitator and explaining model assisted by edmodo provides a very good response for students in an effort to improve students' problem solving abilities. conclusion based on the results of this study regarding the effectiveness of the edmodo-assisted student facilitator and explaining learning model, it can be concluded: the student facilitator and explaining learning model assisted by edmodo has an effect on increasing the problem solving ability of class vii students regarding environmental pollution material. the student facilitator and explaining learning model assisted by edmodo is effective in improving students' problem solving abilities, because learning with student facilitator and explaining learning model assisted by edmodo showed a positive effect with an increase in the moderate criteria of the results of problem solving ability of students and showed a significant difference to the problem solving ability results of students in control classes that learning with direct learning. based on the results of this study regarding the effectiveness of the edmodo-assisted student facilitator and explaining learning model. suggestions for the future are: the results of this study can be used as a reference for teachers to be able to develop innovative online learning by innovating the learning model, and the learning media. it is necessary to do other research that can improve the problem solving ability of students by using other learning models and do other research on integrating learning models with appropriate learning media to improve students' problem solving abilities. aulia, h. et al. / journal of environmental and science education 1 (2) 2021 17 references aulia, l. n., susilo, s., & subali, b. (2019). upaya peningkatan kemandirian belajar siswa dengan model problem-based learning berbantuan media edmodo. jurnal inovasi pendidikan ipa, 5(1), 69-78. ekayati, r. (2018). implementasi metode blended learning berbasis aplikasi edmodo. edutech: jurnal ilmu pendidikan dan ilmu sosial, 4(2). jayadiningrat, m. g., & ati, e. k. (2018). peningkatan keterampilan memecahkan masalah melalui model pembelajaran problem based learning (pbl) pada mata pelajaran kimia. jurnal pendidikan kimia indonesia, 2(1), 1-7. meltzer, d. e. (2002). the relationship between mathematis preparation and conceptual learning gains in physics: a possibble hidden variabel in diagnostic pretest score. american association of physics teacher, 70(12). mulyani, e. (2016). pengaruh penggunaan model pembelajaran kooperatif tipe student facilitator and explaining terhadap pemahaman matematik peserta didik. jp3m (jurnal penelitian pendidikan dan pengajaran matematika), 2(1), 29-34. ni’mah, e.h., amalia, s.r., aristiyo, d.n. (2020). penerapan model pembelajaran student facilitator and explaining terhadap kemampuan pemecahan masalah dan pemahaman matematis. jurnal dialektika p. matematika. 7(2). prihatmojo, a., agustin, i. m., ernawati, d., & indriyani, d. (2019). implementasi pendidikan karakter di abad 21. semnasfip. setiawan, m. a., budiretnani, d. a., & utami, b. (2017). pengaruh model pembelajaran problem based learning dipadu student facilitator and explaining terhadap kemampuan berpikir kritis siswa kelas x sman 6 kediri pada pokok bahasan fungi. jurnal florea volume, 4(1), 1-4. sumiantari, n. l. e., suardana, i. n., & selamet, k. (2019). pengaruh model problem based learning terhadap kemampuan pemecahan masalah ipa siswa kelas viii smp. jurnal pendidikan dan pembelajaran sains indonesia (jppsi), 2(1), 12-22. widiasih, l. s., suarjana, i. m., & renda, n. t. (2019). pengaruh model pembelajaran sfae berbasis tri kaya parisudha terhadap hasil belajar matematika siswa. jurnal ilmiah sekolah dasar, 3(2), 135-141. zunanda, m., & sinulingga, k. (2015). pengaruh model pembelajaran berbasis masalah dan kemampuan berpikir kritis terhadap keterampilan pemecahan masalah fisika siswa smk. jurnal pendidikan fisika, 4(1), 63-70. 7 jese 2 (1) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese development of guided inquiry learning tools using socio-scientific issue to train critical thinking ability and care for the environment of students fitria wahyu wulansari1, novi ratna dewi1* 1department of integrated science, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 doi: https://doi.org/10.15294/jese.v2i1.50465 article info ________________ received 1 october 2021 accepted 22 april 2022 published 26 april 2022 ________________ keywords: guided inquiry, socio-scientific issue (ssi), critical thinking skills, environmental care ________________ *corresponding author: novi ratna dewi universitas negeri semarang e-mail: noviratnadewi@mail.unnes.ac.id abstract learning cannot be separated from the existence of learning tools. learning devices are components that are used as a reference for implementing the learning process. the learning process requires appropriate models and strategies to train students' knowledge and attitudes. this study aims to determine the characteristics and feasibility of guided inquiry learning tools using the socio-scientific issue (ssi) to train critical thinking skills and care for the environment of students. the learning tools developed consist of a syllabus, lesson plans, student worksheets, and evaluation tools for question sheets. the characteristics of the learning tools are (1) containing guided inquiry (2) containing socioscientific issues (ssi), (3) training critical thinking skills, and (4) training environmental care. the research model used is addie (analyze, design, development, implementation, and evaluations) which is modified by using 4 of the 5 stages of addie. the results of the feasibility analysis of the learning device components from the validation results and the teacher/student readability questionnaire obtained very feasible criteria and the evaluation tool of the question sheet was valid. the results obtained indicate that the development of guided inquiry learning tools using the socioscientific issue (ssi) is feasible to use in the learning process. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 mailto:noviratnadewi@mail.unnes.ac.id wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 8 introduction education is a teaching and learning process in order to think more wisely and wisely so that it is the most important part of the means in realizing the ideals of the nation (alfian, 2011). education as something that is systematic, planned, and sustainable seeks to achieve the goal of being able to play a role in nation building and human development (anggareni et al., 2013). the purpose of education cannot be separated from the curriculum. the curriculum is a tool to achieve goals as well as a guide in the implementation of education (hidayati, 2014). the curriculum used today is the 2013 curriculum. the 2013 curriculum shows that knowledge alone is not enough, but also must have the ability to think critically (h et al., 2013). critical thinking ability is thinking that is curious in looking for existing information to achieve a deep understanding (yustyan et al., 2015). critical thinking skills are important to be taught because there are reasons, namely critical thinking emphasizes creativity and authenticity in choosing a solution strategy or creating a solution to a problem (samihah & savitri, 2021). critical thinking skills are also used to interpret solutions and determine the quality of a decision or argument and involve prior knowledge, reasoning, and cognitive strategies to generalize, prove or evaluate unfamiliar situations in a reflective way (rahmawati & patmin, 2021). dewi & setyaningsih (2016) stated that critical thinking skills are expected to be the capital of each individual to overcome increasingly complicated problems in life. critical thinking is also one of the reasons behind the formation of the 2013 curriculum. the 2013 curriculum is expected to be implemented in 21st century learning. 21st century skills include three categories, namely (1) learning and innovation skills such as critical thinking and problem solving (expert thinking), communication and collaboration (complex communicating) and creativity and imagination (applied imagination and imagination). invention), (2) information, media and technology skills, (3) life and career skills. the 2013 curriculum does not only require students to achieve knowledge competence but also to achieve attitude competence (huril, 2014). one of the attitudes that must be built is an attitude of caring for the environment. the attitude of caring for the environment is important because it has the aim of encouraging the habit of managing the environment, avoiding the nature of damaging the environment, fostering sensitivity to the environment, instilling a caring spirit and responsibility for the environment and students can be examples of environmental saviors when they are (purwanti, 2017). taufiq et al., (2014) stated that to create a young generation who cares about the environment, junior high school students need to be equipped with knowledge about the environment. attitudes towards the environment must continue to be cultivated because the environment is a part of human life (puspitasari et al., 2016). knowledge that is close and is a part of human life is found in learning natural science. good natural science learning is related to students' daily lives. students are given the opportunity to ask questions, generate ideas and build curiosity about something in their environment (samatowa, 2011). science learning is a means to study oneself and the natural surroundings and its application in solving problems encountered in everyday life (khasanah, 2015). h et al., (2013) stated that learning learning sciences should develop thinking skills (thinking skills in science), the ability to learn and build care for the natural environment, but these expectations are not in accordance with the existing reality. the results of observations made at junior high school 23 semarang and the results of daily tests showed that students' critical thinking skills were still low. the data obtained were as many as 20 of 32 students experienced remedial (improvement) or only about 37% of students who completed the minimum completeness criteria. students in the learning process have not been emphasized as the center of learning such as not being given the opportunity to seek their own knowledge and not relating it to the problems of everyday life so that learning is only rote which will have an impact on the lack of critical thinking skills. low critical thinking ability is evidenced by the lack of students' ability to master several indicators of critical thinking skills found during the learning process. indicators that have not been mastered by students so that they affect the results of test scores include not being able to give their own arguments in answering the questions given, lack of understanding in answering questions that require their logical abilities, not yet mastering asking or answering wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 9 high-level questions (c4-c6) and students still unable to find solutions or actions for the problems given according to their own ideas. the learning process that does not train a sense of caring for the environment causes students to care for the environment too low. low environmental care is shown by not fulfilling several environmental care indicators according to widayat et al., (2017) indicators that are not met during observation activities include students still littering with trash found in desk drawers and classrooms, doodling on school facilities. such as tables, chairs and walls, letting plants fall unkempt, disposing of garbage that is not according to its type (organic/non-organic), not carrying out the picket that has been made, not being responsible when finished using the toilet and not cleaning the practicum tools and not washing hands when finished practicum. this problem is not only because the teacher does not explore students, but also because the learning tools used have not emphasized the ability to think critically and care about the environment for students. learning tools such as syllabus, lesson plans, student worksheets and evaluation tools in the form of question sheets have not emphasized students as subjects in learning which will affect the results obtained. learning devices that have not emphasized the aspects of critical thinking skills and care for the environment cause the value of students' critical thinking skills and care for the environment is still low. efforts that can be made to overcome these problems are by developing learning tools. learning tools are an important part in determining student progress in understanding a material (dewi & akhlis, 2016). learning tools developed must use appropriate learning models. the selection of learning models affects student success (pratiwi et al., 2019). the learning model that fits this goal is inquiry. inquiry that is suitable to be applied to junior high school students is guided inquiry because junior high school students still need teacher guidance in the learning process (astuti & setiawan, 2013). the guided inquiry learning model is student-centered learning. this learning model makes students more active in the learning process that has been conditioned by the teacher, so that they can explore all concepts themselves to take the initiative in problem solving and train students' critical thinking (puspita & jatmiko, 2013). the development of guided inquiry learning tools is very important before applying them in learning (pariatna et al., 2015). learning science in addition to choosing the right model should also deal with real problems that exist in the student's environment so that it will shape students' knowledge, values or attitudes. a potential learning strategy is learning using socio-scientific issues (ssi) (h et al., 2013). ssi is learning that presents science material in the context of social issues by involving moral and ethical components that are closely related to science (rohmawati et al., 2018). science learning that includes ssi will create opportunities for students to emphasize critical reasoning, enable students to critically evaluate, discuss and debate competing scientific claims, and promote students' character and moral sensitivity (karisan & ziedler, 2017). ssi can be found in a global context on environmental issues such as global warming and climate change (andryani et al., 2016). global warming has become an international issue since several decades ago which has a very large impact on the world's climate and sea level rise (waryono, 2011). global warming in the 2013 curriculum in junior high school is a science material for class vii. global warming material is considered important because it is very close to students' lives so it is easier to study. global warming can also be scientifically proven and discussed when learning science and educating teenagers who are strategic elements of society to increase knowledge and useful behavior in the future (wildan et al., 2019). these problems and ideas need to be researched with the title "development of guided inquiry learning tools using socioscientific issues (ssi) to train students' critical thinking skills and care for the environment". method the method used in this research is research and development (rnd). rnd research (research and development) is a research method used to produce certain products and test the effectiveness of these products (sugiyono, 2014: 307). the steps in this study use 4 of the 5 stages of the addie model addie consists of five stages, namely analyze (analyze), design (design), development (develop), implementation (apply), and evaluation (evaluate) but in this research did not use implementation stage. the wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 10 implementation stage was omitted due to the covid-19 pandemic constraint so that the development that had been made was only to know the characteristics and feasibility of learning devices. the instruments used in this study were: (1) validation sheets, to determine the characteristics and feasibility of the developed learning devices and (2) readability questionnaires, to determine the level of readability of learning devices. result and discussion analysis the analysis stage is by making observations at junior high school 23 semarang to find out the problems that exist in the school. the results obtained based on observations show that students are passive in the learning process, teachers in the learning process do not give examples of social issues close to students' lives that should be discussed scientifically or scientifically, the questions given are still simple with category questions considering and understand or c1 and c2 in bloom's taxonomy and have not used questions with higher-order thinking skills that cause students' critical thinking skills to be low. the low critical thinking ability of students is evidenced by the results of daily test scores as many as 20 out of 32 students have improved or only about 37% of students have completed the minimum completeness criteria, students still tend to memorize textbooks and material explained by the teacher and are still confused about giving ideas when given a problem. or deep problems that require logic and reason in the learning process. the learning process that does not train a sense of environmental care causes students to care for the environment is also still low. the low level of concern for the environment of students is indicated by the number of students who damage school facilities such as scribbling on tables, chairs or walls, still throwing trash in the classroom or stored in desk drawers. this attitude is very unfortunate because based on observations, the facilities at junior high school 23 semarang are quite complete, such as provided trash bins and cleaning equipment in each classroom, daily pickets and rules for maintaining class cleanliness are also provided. the next process at this stage is to analyze the material to be used according to the problems obtained, namely the low ability to think critically and care about the environment. the material that is considered relevant to the problem is global warming. factors that support the global warming material considered relevant in this study are students' concern for the environment is still relatively low and they still do not apply the material to everyday life and global warming is indirectly felt by students. design the results obtained from the analysis stage are then obtained solutions to overcome these problems. the researcher's solution to overcome these problems is to develop learning tools. learning tools are important to use because they are a teacher's reference before being implemented. the learning tools developed in this study were the syllabus, learning implementation plans, student worksheets and question sheets. the learning tools developed are expected to train students' critical thinking skills and care for the environment. the learning tools developed in this study were the syllabus, learning implementation plans, student worksheets and question sheets. learning tools are very important to use because they determine the goals to be achieved (irmawati et al., 2019). learning tools are also one of the guidelines for a teacher in implementing learning in the classroom so that in developing learning tools they must be in accordance with the model and characteristics of students who will be given learning (nababan & henra saputra tanjung, 2020). the learning model that fits this goal is inquiry. inquiry that is suitable to be applied to junior high school students is guided inquiry because junior high school students still need teacher guidance in the learning process (astuti & setiawan, 2013). learning science in addition to choosing the right model should also deal with real problems that exist in the student's environment so that it will shape students' knowledge, values or attitudes. a potential learning strategy is learning using socioscientific issues (ssi) (h et al., 2013). statements from several experts are used as a reference in obtaining solutions to overcome the problem of low critical thinking skills and environmental care for students. the solution to overcome these problems is to develop guided inquiry learning tools using the socio-scientific issue (ssi) to train students' critical thinking wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 11 skills and care for the environment on global warming material. the device is designed based on ministerial regulation and culture year 2016 number. 22 concerning the standard of primary and secondary education processes, circular letter number 14 of 2019 concerning simplification of learning implementation plans as well as additional information from books or scientific articles with characteristics on the device containing guided inquiry, socio-scientific issues (ssi), critical thinking skills and caring for the environment by collecting kd and determining global warming indicators and materials that students must master. development the purpose of this stage is to obtain the results of learning tools in the form of a syllabus, lesson plans, student worksheets and question sheets based on the designs that have been made. the development of learning tools is made in accordance with a literature study whose contents refer to the steps of guided inquiry activities, characteristics of the socioscientific issue (ssi), training critical thinking skills and training in environmental care as well as basic competencies and indicators in global warming material. the device that has been developed is then validated by 5 validators consisting of 2 lecturers of the faculty of mathematics and natural sciences unnes and 3 junior high school science teachers to be given input and suggestions so that the developed device is suitable for use. learning devices that were declared feasible by the validator were then tested for their readability through a readability questionnaire that was assessed by 3 teachers and 20 students. the teacher assesses all components of the device from the syllabus, lesson plan, student worksheets and evaluation tool sheet questions while students only assess student worksheets and evaluation tools. evaluation the evaluation stage aims to see and know the processes that occur in each stage of development. evaluation is obtained based on measurements and improvements at each stage of development from the analysis, design, development and implementation stages so that the devices developed are in accordance with government regulations and have been declared suitable for use in the learning process. characteristics of learning devices the learning tools developed have characteristics that distinguish pre-existing learning devices. the characteristics of the learning devices in this study are as follows. (1) load guided inquiry; (2) load the characteristics of the socio-scientific issue (ssi); (3) train critical thinking skills; (4) train environmental care. the learning tools developed were based on data collected from 3 schools and previous studies, but with due observance of the rules for making learning tools based on the 2016 ministry of education and culture regulation no. 22 concerning the standard of primary and secondary education processes, circular letter number 14 of 2019 concerning the simplification of learning implementation plans as well as additional information from books or scientific articles. learning devices that have been developed based on their characteristics are then tested for validity to be declared feasible or not yet used in the learning process. the results of the assessment of the characteristics of learning devices from the validation results are shown in table 1: table 1. results of learning device characteristics achievements (%) characteristics syllabus lesson plan student worksheet evalution tool loading guided inquiry 95 95 90 loading socioscientific issue(ssi ) 95 90 85 85 train critical thinking skills 95 90 90 90 train to care for the environment 95 95 100 the results of the assessment of the characteristics of learning devices developed based on the results of the validation are shown in table 1 with very good criteria for each indicator. characteristics containing guided inquiry obtained an average of 93%, containing socio-scientific issues obtaining 88.75%, practicing critical thinking skills 91.25% and training environmental care 95, 67%. the average achievement obtained on each of these indicators is in very good criteria. the average achievement obtained on each of these indicators is in very good criteria. this wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 12 achievement is in very good criteria because the validator provides input and suggestions before the assessment so that when the assessment is carried out the maximum value is obtained. guided inquiry is carried out at each meeting of the learning process contained in the syllabus, lesson plans and student worksheets. ssi on the components of the syllabus and learning implementation plans are in observing and asking questions. ssi on student worksheets is in orientation activities and questions given to students are questions in the form of social issues that can be explained scientifically. questions to practice critical thinking skills in this study were found in all components of the device from the syllabus, lesson plans, student worksheets and evaluation tools in the form of question sheets with a final score of 91.25% with a very good category. the critical thinking ability used in this study is in accordance with the 12 indicators of critical thinking ability from ennis (2011) and with the level of critical thinking ability in bloom's taxonomy which is in the cognitive domains of c4 (analysis), c5 (evaluation) and c6 (creation). questions on critical thinking skills in the syllabus and lesson plans are given by the teacher to students when the learning process takes place, while in the student worksheet component, questions are available in the student worksheet section which are given and answered after the students conduct the experiment. the question sheet which consists of 10 questions on global warming material also uses indicators of critical thinking skills at the level of c4-c6 questions, namely analyzing, evaluating and creating. with high-level questions (critical thinking) students are expected to be able to analyze, evaluate, and make inferences and also be able to make good arguments based on valid evidence and accepted by others. susilowati & sumaji (2020) in their research obtained the results that on the indicators of ethical thinking students are able to criticize a problem by looking at it from various points of view so that they are able to get valid arguments, it is very possible for students to be able to come up with new ideas or ideas that will be changed. into a new product that he had not previously obtained. the learning tools developed implicitly train students' environmental care and have a positive impact by making them more sensitive to maintaining cleanliness and protecting the environment. caring for the environment in the syllabus and lesson plans is implicitly trained when the learning process takes place in each activity such as in the opening activities the teacher checks the cleanliness of the classroom, the core activities of students conduct experiments by utilizing used goods and at the closing stage the teacher reflects on students' environmental care to reduce global warming and reminds them to implement cleanliness picket. components of student worksheets on environmental care activities are found in experiments using used goods, questions or motivational sentences at the end of student worksheets that can train students' environmental care. eligibility of learning devices the feasibility of the learning device was assessed using a validation sheet by 5 expert validators. the expert validators in this study used 2 lecturers and 3 junior high school teachers or equivalent who teach science subjects. table 2. shows the results of the feasibility assessment of each component of the learning device used developed. table 2 shows the results of the assessment of the feasibility of learning tools, namely the syllabus, lesson plan and student worksheets. the syllabus equipment obtained a final average of 91. 25%, lesson plans 90.84% and worksheets 90.5%. the final average obtained by the device is in the very appropriate category for use in the learning process. the achievements of each learning device are in very decent criteria because prior to the assessment the validator provides input and suggestions to improve the learning device so that when the assessment is carried out the maximum value is obtained. the last learning device component developed was an evaluation tool in the form of a description question sheet. the questions developed consisted of 10 description questions and to determine the feasibility, a validity test was carried out. the validity test was carried out by five validators or raters. the validator was carried out by two universitas negeri semarang lecturers, two junior high school 23 semarang teachers and one mts 'ushriyyah purbalingga lecturer who teaches science subjects. the assessment of the items for each item uses a scale of 1-4 and analyzed using aiken v. wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 13 table 2. feasibility of learning devices the criteria in aiken v used to declare a valid item with 5 raters with a significant level of a = 5% is 0.87 (aiken, 1985). the results of the validation analysis of each item show that vcount > vtable so that the test items are declared valid. the recapitulation of the test sheet validity is shown in table 3. table 3 shows that all of the developed items obtained valid criteria with the lowest score of 0.87 in item numbers 2 and 8 and the highest score was found in item number 9 with a score of 0.90. the results of the validation, even though it has been declared feasible or valid, will still be revised based on suggestions from the validator. these suggestions are used as a reference in the process of repair or revision of learning devices. the learning tools that have been revised based on suggestions from the validator are then tested for their readability through a readability questionnaire that is assessed by teachers and students. the results of the teacher's literacy questionnaire are shown in table 4. table 3. test results of the validity of the evaluation tool (table sheet) table 4 shows the results of the teacher's literacy questionnaire on learning tools. the average results of each assessed aspect obtained very good criteria for each component of the device developed. the teacher in this study assessed all components of the device, from the syllabus, lesson plan, student worksheets to the question sheet evaluation tool, while students only assessed student worksheets and evaluation tools. the results of the student readability questionnaire are shown in table 5. table 5 shows the readability questionnaires assessed by students. the average results of each assessed aspect obtained very good criteria for each component (student worksheets and evaluation tools). the results obtained even though the criteria are very good from the teacher or students, there are still suggestions for better learning tools to be developed. suggestions from 3 teachers and 20 students who assessed the readability questionnaire were then used as a reference for improvement. the description of the feasibility of each component of the learning tools developed is as follows. eligibility syllabus the syllabus is a reference in preparing the learning framework for each subject study material. the syllabus is developed based on graduate competency standards and content standards for primary and secondary education units according to the learning format in each particular academic year. the syllabus is used as a reference in developing lesson plans (ministry education adn culture, 2013). the syllabus development in the validation process was revised based on input and suggestions from the validator. rated indicators achievements (%) syllabus lesson plan student worksheet component 85 95 85 relevance between basic competencies, indicators, objectives, materials and learning activities 90 90 characteristics of 21st century learning 90 90 95 material accuracy 90 90 the activity contains the steps of guided inquiry 95 95 85 the activity contains the characteristics of guided inquiry 95 95 90 the material contains the social basis of science 95 90 85 learning activities train critical thinking skills in bloom's taxonomy 95 90 90 learning activities train a sense of environmental care 95 95 100 effective 85 85 85 consistency of terms and symbols 85 85 95 communicative 95 90 95 question item ∑s n(c-1) v criteria 1 13,22 15 0,88 valid 2 13,11 15 0,87 valid 3 13,33 15 0,88 valid 4 13,22 15 0,88 valid 5 13,33 15 0,88 valid 6 13,22 15 0,88 valid 7 13,22 15 0,88 valid 8 13,11 15 0,87 valid 9 13,55 15 0,90 valid 10 13,22 15 0,88 valid wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 14 table 4. teacher readability questionnaire suggestions from the validator include the subject matter in the syllabus must be written clearly not only implied in learning activities. the subject matter is the subject matter that must be studied by students as a medium for achieving basic competencies which will later be assessed using an assessment attachment following the learning assessment indicators. the suggestion from the validator was accepted because according to nasution et al., (2017) the subject matter, learning activities and assessment indicators in the syllabus are descriptions of competency standards and basic competencies. competency standards and basic competencies in the education unit level curriculum are components in making the syllabus. the next suggestion is that the relationship between basic competencies and indicators, objectives, materials and learning activities must be clearly visible. these suggestions are in accordance with the principle of syllabus development, namely systematic (components in the syllabus are interconnected to achieve competence) and basic competencies, indicators, objectives, materials and learning activities are a must-have part in the preparation of the syllabus (sholeh, 2007). the last suggestion is that the consistency of the use of the term must be maintained. consistency which means that it is not easy to change is also a part of the principle in developing the syllabus, while the term according to the big indonesian dictionary is a combination of words that have the meaning of ideas, methods, conditions or special characteristics in certain aspects. all suggestions from the validator are accepted and used as a reference in the revision so that it can be declared suitable for use in the learning process. the results of table .5 show that the final percentage of the syllabus feasibility assessment developed is 91, 25% with a very decent category. the syllabus that was declared feasible in the validation process was then tested for readability by the teacher and received suggestions for correcting typo/mistyped words. the achievement of the level of readability of the syllabus by the teacher was obtained by 91.46% with a very good category. rated aspect achievements (%) syllabus lesson plan students worksh eet evaluation tool learning tools look new 91, 67 91, 67 100 100 the typeface is clear so it is not difficult when reading 100 100 100 100 the font size is not too small/large so it's easy to read 100 100 100 100 the language used is easy to understand, making it difficult for readers 91, 67 83, 34 91, 67 83, 34 there are no writing errors 91, 67 100 100 91, 67 display an interesting picture or table so it's not boring 91, 67 100 100 91, 67 the colors used are suitable so they don't interfere with the eyes when reading 100 91, 67 100 91, 67 nice layout making it easy to read 91, 67 75 91, 67 100 words/sent ences that are considered important are marked so that they attract attention to read 91, 67 91, 67 100 100 wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 15 feasibility of the learning implementation plan ministerial regulation and culture number 59 of 2014 concerning the 2013 curriculum for senior high schools/madrasah defines a learning implementation plan as a face-to-face activity plan for one or more meetings. the learning implementation plan is an elaboration of the syllabus to direct student learning activities in an effort to achieve basic competencies. the function of the learning implementation plan is as a reference for teachers to carry out learning to be more directed and run effectively and efficiently (ernawati & safitri, 2017). the government's decree in the minister of national education regulation number 41 of 2007 concerning process standards stipulates that teachers are required to have the competence to compose lesson plans. the learning implementation plan developed was then validated by 5 expert validators to determine whether or not the device developed was feasible. the final result of the validator obtained that the learning implementation plan obtained a percentage of 90, 84% with a very feasible category with revision. revisions are made based on suggestions given by the validator during the process of validating the learning implementation plan. the suggestions given by the validator to improve the learning implementation plan include: (1) the numbering of indicators should continue according to the ones in the syllabus so as not to be confusing, (2) basic competencies, indicators of competency achievement, learning objectives and learning activities must be closely related. the first suggestion regarding the numbering of indicators should be continued in accordance with the syllabus, done by revising the table of learning implementation plans for the basic competencies and indicators section. indicator 3 (developing knowledge skills) and indicator 4 (emphasizing skill skills) which were initially placed in different tables were then revised by combining them into the same table. the last suggestion is the relationship between basic competencies, indicators of competency achievement, learning objectives and learning activities. this suggestion is in accordance with anggraeni (2018) which states that teachers must be able to make learning implementation plans based on linkages and integration. the implication is that the learning implementation plan in order to become a complete system and be used as a reference in the learning process must be made based on the linkage of objectives, content, methods, media, learning resources and learning assessment so that it becomes a complete system that can be used as a guide in learning activities. table 5. student readability questionnaire rated aspect achievements (%) students worksheet students worksheet learning tools look new 88 86 the typeface is clear so it is not difficult when reading 88 85 the font size is not too small/large so it's easy to read 81 86 the language used is easy to understand, making it difficult for readers 90 91 there are no writing errors 83 87 display an interesting picture or table so it's not boring 90 88 the colors used are suitable so they don't interfere with the eyes when reading 85 81 nice layout making it easy to read 88 85 words/sentences that are considered important are marked so that they attract attention to read 93 93 improvements are made by reviewing basic competencies, indicators of competency achievement, learning objectives and activities so that they are interrelated. the achievement of the feasibility of the learning implementation plan based on the validation process is 90.84% with very feasible criteria. the lesson plan that has been declared feasible is then tested for readability by the teacher and obtained suggestions, namely in the introduction, the wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 16 steps to provide motivation should be combined with the benefits of studying the subject matter. the learning implementation plan was then revised based on suggestions and obtained the final achievement of a readability level of 92.59%. eligibility of student worksheets the development of student worksheets supports the process of teaching and learning activities in the world of education. the work of interesting students and prosecutors can support students to learn more individually and together (fannie & rohati, 2014). the student worksheet developed contains guided inquiry steps with the design determined by the researcher. the development structure of students' worksheets uses good and correct indonesian, the use of colors and images that attract students to read and type times new roman sizes with the size of each component and size 22 and 18 for the title or important instructions. components of the student worksheet found in this study are as follows. title of student worksheet the title of the worksheet to attract the reader's attention also aims to describe the contents of the worksheet of the siswar and facilitate information search. the title of the student worksheet is located at the beginning of the siswater worksheet in the middle of the top with the type of times new roman with a size of 22 and contains the subject's name from the activities to do. student worksheet identity the identity of the development of this student worksheet contains group names, classes, education units (school names), subjects and subject matter. the identity of students aims to make it easier for teachers to assess. the identity of the student worksheet also consists of usage instructions. the use instructions function to explain to the reader how to use the student worksheet, besides that the instructions facilitate and save time because the teacher does not need to explain from the beginning of how the rules or procedures for the activities to be carried out. basic competencies the basic competency formulation aims to demonstrate the ability to be mastered by students after following the material and activities given at the meeting. basic competencies listed in the student worksheet in accordance with the basic competencies listed in the syllabus and learning implementation plan. learning objectives the learning objectives listed in the student worksheets are the learning objectives for each sub-material on the student worksheets listed in the syllabus and lesson plans. fill in student worksheets the contents of the student worksheets that were developed are in the form of a guide for students to conduct experiments using guided inquiry, namely directing students to find their own ideas but still under the guidance of the teacher. the guided inquiry step consists of orientation, problem identification, formulating hypotheses, collecting data by conducting experiments, testing hypotheses and drawing conclusions. this student worksheet begins by exposing students to a daily problem that is close to students' lives, then students formulate problems and determine hypotheses (temporary answers) from the results of problem formulation previously carried out, activities that can guide students to find concepts in order to solve problems, and provide opportunities for students to use their own language in concluding the results of the activities carried out. the contents of the student worksheets also contain tools and materials, experimental procedures, data tables, and questions related to the sub-materials and an answer area is provided to make it easier for students to write their answers. the list of tools and materials serves to assist students in preparing the tools and materials needed to conduct experiments. the experimental procedure in this student worksheet aims to make it easier for students to carry out experiments sequentially. the questions in the student worksheets also aim to help students achieve the competencies to be achieved. these components are in accordance with astuti & setiawan (2013) in their research in developing student worksheets consisting of titles, student identities, basic competencies, learning objectives and content. the developed student worksheet obtained a percentage of 95% from the validation process, while the readability questionnaire by the teacher was 98.14% and the student was 87.34%. this percentage is in the very decent category with several suggestions, including: 1) pay wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 17 attention to the image and text content so that they do not cover each other, revise according to these suggestions by paying attention to the image used again by placing it on the left or right side where there is no writing so that it does not disturb the text but it attracts readers, 2) student worksheets should be equipped with pictures of the arrangement/set of tools in accordance with the activity steps so that they are more communicative (better in the form of photos of a series of tools), based on these suggestions the steps used to carry out experiments are equipped with pictures so that students have a picture when doing the experiment, 3) words that are difficult to understand (can be seen in tables 2 and 3) are replaced with words that are easier for readers to understand, 4) the writing is enlarged and the colors used are not too flashy and 5) change some sentences to make it more interesting. effective according to the advice given. feasibility of evaluation tool the evaluation tool used in this study was a test sheet on the description of global warming material. this test question was developed to measure students' critical thinking skills by containing social issues that can provoke students' opinions on these issues that are discussed scientifically. the questions developed require questions and answers with high-level thinking skills so that in developing them, they must pay attention to levels c4-c6 in bloom's taxonomy. this statement is in accordance with nugraheni et al., (2013) that critical thinking skills involve cognitive levels from c4 (analyze), c5 (evaluate), and c6 (create) from bloom's taxonomy. as many as 10 questions that represent the objectives, competencies and indicators to be achieved in the validation study, different scores are obtained for each assessment indicator. the results of the validation items were then analyzed using aiken v which can be seen in table 5 with the highest score obtained for item number 9 with a score of 0.90 while the lowest score of 0.87 was obtained on items number 2 and 8. item number 9 obtained a score the highest because the score on the material and language aspects obtained an average value of a scale of 4 (the highest scale) so that it can be used to measure achievement indicators. items number 2 and 8 received the lowest score because initially the stimulus and the question were combined into one sentence so that it confused the reader. the score obtained, although the lowest compared to other items, can be said to be feasible and the suggestions given are still used as a reference in making revisions. the questions that were developed all obtained valid criteria because the evaluation tools that had been made were in accordance with learning indicators such as the questions given in accordance with bloom's taxonomy of critical thinking skills, questions to train students' environmental care, the material asked according to the level of junior high school students in class vii, questions asked for given requires unraveled answers, the language used is effective, consistent, communicative and the questions given are in accordance with the grid so that they can be used to measure the achievement of students' critical thinking skills. valid questions in the aiken v analysis process were then tested for readability by teachers and students and obtained an average of 95.37% from teachers while from students 86.89% with very good criteria. the results of the readability questionnaire obtained a very good score because it met the readability indicators such as the learning device looks new, the typeface is clear, the font size is medium (not too small/big), the language used is easy to understand, there are no writing errors, pictures or tables that are used to attract readers, the colors used are not flashy, the layout is good and important words or sentences are marked so that they attract attention to read. the validation process and the readability test even though it obtained valid and very good criteria, there were also suggestions for improving the developed device. suggestions obtained in the validation process or readability test include: 1) the stimulus in the question in the form of news should be included in the source, 2) between the stimulus and the question should be separated or into different paragraphs. these suggestions are used as a reference in making revisions, namely by including the source placed at the end of each stimulus and separating the stimulus and questions, 3) simplifying words that are difficult to understand and making the writing more enlarged to make it easier to read. conclusion the learning tools developed have characteristics with the following achievements: 1) contains guided inquiry, 2) contains socio wulansari, f.w. et. al / journal of environmental and science education 2 (1) 2022 18 scientific issues (ssi), 3) trains critical thinking skills and 4) trains environmental care. the results obtained from the validation and readability questionnaires of teachers/students learning devices developed obtained very feasible and valid criteria for use in learning, the learning device developed in this study was not tested on students because of the pandemic, so that in order to obtain more valid results, it should be tested on students. the learning tools developed are arranged based on the characteristics and problems of the students of junior high school 23 semarang, if they want to be reproduced, it should be revised according to the characteristics and problems of other users. guided inquiry learning tools using socio-scientific issues can be used in the learning process. the learning tools developed consist of a syllabus, lesson plans, worksheets and a question sheet evaluation tool. references aini, m. h. 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(2015). improving critical thinking ability with learning based on scientific approach for class x junior high school panjura malang. indonesian journal of biological education, 1(2), 240–254. 1 jese 1 (1) (2021) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese the effectiveness of blended learning using moodle on student independence and learning outcomes ressa novinta sari1, andin vita amalia1 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 article info ________________ received 2 january 2021 accepted 10 february 2021 published 17 february 2021 ________________ keywords: effectiveness blended learning independence learning outcomes ____________________ corresponding author: ressa novinta sari 1universitas negeri semarang e-mail: ressanovi97@gmail.com abstract this study aimed to determine the blended learning model's effectiveness using moodle on the human respiratory system learning material's independence and student learning outcomes. this research type is a quasi-experimental type nonequivalent control group design with the sampling technique using purposive sampling. the observation results showed that the experimental class learning independence average was better than the control class. this is in line with the results of the student learning independence questionnaire. the average value of cognitive learning outcomes through the t-test shows a significant difference between the experimental and control classes. the analysis of the improvement in students' cognitive learning outcomes showed that the experimental class was more significant than the control class in the moderate category. based on this, it can be concluded that blended learning using moodle is useful for student independence and learning outcomes. ©2021universitas negeri semarang mailto:ressanovi97@gmail.com sari, r.n. et al. / journal of environmental and science education 1 (1) 2021 2 introduction the natural sciences contains the universe and everything in it (sumarsih, 2017). science is one of the subjects that require students to be active during learning. education must be student-centered so that students can be engaged in learning. the phenomenon that often occurs today is that the learning process tends to be teacher-centered, so that students are only learning objects (setyobudi, 2017). the concepts taught by the teacher are only presented on the screen and oral. students only listen and write essential things put forward by the teacher so that the teaching and learning process is dominated by the teacher. as a result, students are easily bored, lack initiative, and depend on teachers. this will result in low independence and student learning outcomes. low student learning independence is indicated by the dependence of students on teachers and peers in learning. students also lack the confidence to express opinions and answer questions given by the teacher. many students are playing by themselves when explained by the teacher to not follow the indicators of learning independence. according to latifa (2015), students learning independence, namely, students do not depend on teachers and peers in learning, have learning initiatives, have selfconfidence in their learning activities, and are responsible for the teacher's assignments. based on the results of observations at smp negeri 12 semarang, it shows that students' independence and learning outcomes, especially in class viii, are seen when only a few students have scores above the kkm (minimum completeness criteria). the kkm in science subjects at smp n 12 semarang is 74. the students' low learning independence is because students only depend on the teacher's material. students lack confidence when they ask students to move forward, and students lack the initiative to learn independently. the learning process that is only face-to-face, and sometimes still conventional or learning is still teacher-centered. it has not maximized existing technology such as the internet as online learning can also reduce student learning independence. online learning is the implementation of teaching and learning that is entirely carried out with internet technology and does not require face to face activities. online learning makes it easy for students to learn from anywhere and can be done synchronously (directly) or asynchronously (indirectly) (sari, 2013). online learning is part of blended learning. blended learning is learning that combines face-to-face learning and online learning (kurniawati et al., 2019). the blended learning model offers flexibility in terms of time and place. besides, the blended learning model has several advantages. the advantages of the blended learning model include learning that can be done from anywhere and anytime. besides, students can study subject matter independently by utilizing materials available online (latifa, 2015). sandi (2015) states that the learning outcomes of students with high independence who take blended learning are better than those of students who take direct learning. student learning outcomes are in the good category with blended learning using the flipped classroom model assisted by google classroom (kurniawati et al., 2019). the blended learning process requires suitable media. one of the media that supports blended learning is moodle application media. moodle is a learning management system (lms) application that is widely used in online learning. you can enter text, graphics, animation, simulation, audio, and video (sandi, 2015) inside moodle. moodle or modular object-oriented dynamic learning environment is open source software to carry out independent learning without being bound by time and place. this application was first developed by dougiarnas in august 2002. moodle can be downloaded for free and is equipped with various features, and can be accessed by students using either a student's personal computer or smartphone. setyobudi (2017) states that moodle media is very appropriate for improving student learning outcomes compared to students taught by conventional methods. the implementation of the blended learning model with moodle media can improve students' cognitive abilities (budiharti et al., 2015). muchlis & fadriati (2018) stated that the advantages of moodle include its proper use for online classes and learning outcomes are relatively as good as learning face-to-face with teachers. its operation is simple, easy to install, and efficient. another advantage of moodle is that the scoring (grading) can be adjusted to class conditions and can be downloaded by the teacher (subadi et al., 2020). the research results of samala et al. (2019) state that learning using the moodle mobile app has a positive, good and effective effect, which can help overcome difficulties in the learning process and improve learning outcomes. based on the background that has been explained about the low independence and student learning outcomes. researchers will research with the title "the effectiveness of blended learning using moodle against independence and student learning outcomes in human respiratory system material." sari, r.n. et al. / journal of environmental and science education 1 (1) 2021 3 method the research subjects were students of smp negeri 12 semarang class viii c and viii d. class viii d as the experimental class and class viii c as the control class. the sampling technique in this study was purposive sampling, namely the sampling technique with specific considerations. the type of research used is experimental research. the method used in this study is a quasi-experimental design with a nonequivalent control group design. the research design to be carried out can be seen in table 1. table 1. nonequivalent control group research design group pretest treatment posttest experiment o1 x o2 control o3 y o4 (sugiyono, 2016) information: x = blended learning using moodle y = conventional learning o1 = pretest before conducting blended learning using moodle o3 = pretest before conducting conventional learning o2 = posttest after conducting blended learning using moodle o4 = posttest after conducting conventional learning result and discussion students' learning independence is measured using the independence observation sheet and learning independence questionnaire sheet. observations of student learning independence were carried out in the experimental class and the control class when learning activities took place. students' independence questionnaire sheets were given at the end of the lesson after treatment. observation of student learning independence is carried out at every meeting, namely at first to fourth meetings. student learning independence as measured in this study includes four indicators, namely (1) indicators of self-confidence, (2) indicators of responsibility, (3) indicators of initiative, and (4) indicators of discipline. table 2. observation results of student learning independence meeting criteria percentage (%) experiment group control group 1 less independent 3 19 moderately independent 81 81 independent 16 0 very independent 0 0 2 less independent 3 13 moderately independent 22 53 independent 75 34 very independent 0 0 3 less independent 0 9 moderately independent 9 31 independent 75 53 very independent 16 9 4 less independent 0 3 moderately independent 3 19 independent 47 75 very independent 50 3 table 3. results of the student learning independence questionnaire no learning independence criteria percentage (%) experiment control 1 very independent 6 6 2 independent 78 69 3 moderately independent 16 25 4 less independent 0 0 the results of the observation of learning independence based on table 2 can be seen that there are differences in the learning independence of the experimental class and the control class. the first meeting of the sari, r.n. et al. / journal of environmental and science education 1 (1) 2021 4 experimental class has the criteria of being less independent, moderately independent and independent. the sufficiently independent criteria have the largest percentage, namely 81%, compared to other criteria. this is because, at the first meeting, students still adapt to the learning process using moodle. students are very enthusiastic and active in the learning process. some students have studied the material that has been uploaded in moodle so that students begin to have the confidence to ask or answer questions given by the teacher. however, there are still many students who have not studied the material, so that the indicator of student initiative is still low. at the end of the lesson, students are given an assignment/quiz that must be done through the assignment feature in moodle. through this feature, students are given assignments/quizzes online with a certain period, but only some students have done the assignments/quizzes so that the responsibility and discipline of students at the first meeting are still low. the lack of responsibility and discipline of students resulted in low criteria for independence in the experimental class. giving assignments and quizzes through moodle can effectively increase students' learning independence during the coronavirus disease (covid-19) pandemic as it is today (rochmah, 2020). in the second meeting, the experimental class's independent learning has the criteria of being less independent, moderately independent, and independent. the criterion for independence at this meeting has increased. namely, the percentage of independent criteria is greater than sufficiently independent, which is 75%. this is because more and more students are enthusiastic and have studied the material in moodle so that more and more students dare to ask, answer or convey the discussion results. the more students who do assignments/quizzes in moodle on time show responsibility and discipline of students better than the previous meeting, in line with the research results by sari (2013), which states that blended learning can increase responsibility for student learning independence. at this meeting, several students had used the chat feature in moodle to communicate with each other between students and also students and teachers. this feature is used as a means of online communication in the moodle application. this feature is beneficial for students when they want to ask the teacher outside of class hours. in the third meeting, the experimental class's independent learning has increased, indicated by the reduction in the criteria for being less independent, and there are criteria for being very independent. the independent criterion has the highest percentage of 75%, while the very independent criterion is 16%. the highest rate of independent criteria is because students are very enthusiastic and active in the learning process. students can deliver the results of the discussion independently without being appointed by the teacher. in addition, students also took the initiative to find additional reference material from various sources. this was evidenced by students' presence asking questions about material that was not included in the book or in moodle. most of the students also worked on the assignments /quizzes contained in moodle on time. the increasing number of students doing assignments/quizzes shows that students' responsibility and discipline are increasing. students began to take advantage of the forum features contained in moodle as a means of online discussion. this feature is one of the features provided by moodle with the aim of being a means of online discussion between students. moodle e-learning media can increase student learning activities so that students are very enthusiastic and active in learning (utami, 2016). in the fourth meeting, the independent learning in the experimental class has the criteria of being very independent by 50%, 47% independent, and 3% moderately independent. this shows that students in the experimental class have excellent learning independence. students are very enthusiastic during the learning process. this is evidenced by many students who ask, answer, and convey the results of the discussion without being asked by the teacher. many students took the initiative to find additional material through various sources. students also use the forum feature in moodle to share supplementary material or information related to the material being studied. all students can also complete assignments well and on time. then, students do a posttest at the end of the lesson through the moodle mobile app. students do the posttest independently, without cheating and asking the teacher. this is in line with the research results by huda et al. (2019), which states that problem-based learning assisted by moodle mobile learning and android applications can increase student independence. the results of the observation of student learning independence were also supported by the questionnaire results on the students' learning independence. the result of the independence questionnaire is a student's assessment of self-reliance. based on table 3, it can be seen that the percentage of independent learning in the experimental class and the control class both have the highest value on the independent criteria. however, the percentage value of the experimental class's independent sari, r.n. et al. / journal of environmental and science education 1 (1) 2021 5 criteria was greater than the control class, which was 78%. this is because the experimental class's learning process shows that students are very enthusiastic and active in blended learning using moodle. the teacher has facilitated students with the moodle mobile app so that in addition to students being able to study the material that has been uploaded in moodle, students can also look for other materials. in line with syarif's (2012) opinion, the blended learning model has several advantages: it can activate students because this model requires students to take an active role in learning and seek information, while the teacher is only a facilitator. the use of the moodle mobile app in learning, especially in giving assignments, is something new for students so that it increases students' interest in taking part in learning and doing given assignments. based on the description above, using the moodle mobile app in blended learning can improve student learning independence. these results support previous research, which states an increase in student learning independence with a problem-based learning model assisted by edmodo media (aulia et al., 2019). table 4. average difference test results group varianc e tcount ttable description experime nt 33.8458 8.59 2.00 significantly different control 20.8669 table 5. n-gain value of student cognitive learning outcomes data experiment n-gain control n-gain pretes t posttest pretes t posttest avg 59.06 83.91 0.61 moderate 60.62 75.31 0.37 moderate based on the results of the analysis, it is known that the posttest mean score of the experimental class is higher than the control class, namely 83.91. the analysis of students' cognitive learning outcomes showed that there were significant differences between the experimental class and the control class. several factors, among others influence the difference in student learning outcomes because the learning atmosphere is more enjoyable. the experimental class implements blended learning using moodle, which in learning uses discovery learning syntax by combining internet-based learning (online) using the moodle mobile app, while the control class uses a conventional learning model. this blended learning model is carried out at the 1st to fourth meetings. learning is carried out by combining face-to-face learning and online learning. this is following research conducted by kurniawati et al. (2019). implementing blended learning using moodle in this study follows the stages adapted from kharb & samanta (2016), namely onlineface-to-face-online. in the online stage, students take online learning first using the moodle mobile app as an initial provision for delivery at the face-to-face stage. then the face-to-face stage this stage is the stage where students carry out experiments to get data. furthermore, the last stage, namely online, at this final stage students are given reinforcement or enrichment and tasks that must be completed in the moodle mobile app. students in the experimental class were very enthusiastic during the blended learning process using moodle. students are very enthusiastic because the experimental class's learning atmosphere is centered on students so that students are more active, more independent, and more interested in participating in learning. the difference is seen during the learning process in the control class. based on the observations, the control class students seemed less enthusiastic in learning. the small number saw this of students who could answer the questions correctly. this is consistent with research by carolina (2012), which states that web-based active learning (blended learning) can create excellent quality active learning. the experimental class has much more freely accessible material at moodle. the use of moodle as a blended learning course also includes videos of the human respiratory system. blended learning is not limited by time and space, and learning resources can be accessed freely and help students learn more efficiently. so that the experimental class has more learning resources that can be accessed through moodle with blended learning. this phenomenon makes the experimental class students more active and more correct than the control class. this study's results are in line with suana's (2017) research that the application of blended learning makes students have more learning resources and have unlimited learning time so that more knowledge is obtained. conclusion based on the results of the research, "the effectiveness of blended learning using moodle against independence and student learning outcomes on human respiratory system material" that has been carried out can be concluded as follows: sari, r.n. et al. / journal of environmental and science education 1 (1) 2021 6 1. blended learning using moodle is effective against students 'learning independence. it can be seen from the observation that the experimental class students' learning independence is better than the control class. 2. blended learning using moodle is influential on student cognitive learning outcomes indicated by the experimental class, and the control class has significantly different results. also, the increase in the n-gain of the experimental class was higher than the control class. references aulia, l.n., susilo, & b. subali. (2019). upaya peningkatan kemandirian belajar siswa dengan model problem-based learning berbantuan media edmodo. jurnal inovasi pendidikan ipa, 5 (1), 69-78. budiharti, r., e. y. ekawati, d. wahyuningsih, & h, f. fitria. (2015). penggunaan blended learning dengan media moodle untuk meningkatkan kemampuan kognitif siswa smp. cakrawala pendidikan, 1(1), 140–148. carolina, donna. (2012). penerapan stategi active learning berbasis web (blended learning) dalam upaya menciptakan pembelajaran aktif dan pengaruhnya terhadap hasil belajar. economis education analysis journal, 1(1), 1-5. huda, m. n., mulyono, i. rosyida, & wardono. (2019). kemandirian belajar berbantuan mobile learning. prisma, prosiding seminar nasional matematika, 798-806. kharb, p., & p. p. samanta. (2016). blended learning approach for teaching and learning anatomy: students' and teachers' perspective. elsevier, journal of the anatomical society of india, 65(1), 43–47. kurniawati, m., h. santanapurba, & e. kusumawati. (2019). penerapan blended learning menggunakan model flipped classroom berbantuan google classroom dalam pembelajaran matematika smp. edu-mat: jurnal pendidikan matematika, 7(1), 8–19. latifa, a. (2015). penerapan model pembelajaran blended learning untuk meningkatkan kemandirian dan hasil belajar siswa kelas x ips 3 kompetensi dasar koperasi dan pengelolaan koperasi. skripsi. semarang: unnes. muchlis, l. s. & fadriati. (2018). model mobile learning management system dengan moodle di perguruan tinggi. batusangkar international conference iii. rochmah, e. (2020). learning management system moodle: solusi pembelajaran jarak jauh pada masa pandemi covid-19. prosiding web seminar (webinar) fkip universitas muhammadiyah cirebon. samala, a. d., b. r. fajri, & f. ranuharja. (2019). desain dan implementasi media pembelajaran berbasis mobile learning menggunakan moodle mobile app. jurnal teknologi informasi dan pendidikan, 12(2), 13-20. sandi, g. (2015). pengaruh blended learning terhadap hasil belajar kimia ditinjau dari kemandirian siswa. jurnal pendidikan dan pengajaran, 45(3), 241–251. sari, a. r. (2013). strategi blended learning untuk peningkatan kemandirian belajar dan kemampuan critical thinking mahasiswa di era digital. jurnal pendidikan akuntansi indonesia, 11(2), 32– 43. setyobudi, r. k. (2017). pengaruh penerapan media pembelajaran moodle terhadap hasil belajar siswa pada bidang kejuruan tkj di smkn 3 buduran. itedu, 2(01), 198–202. suana, w., n. maharta, i. d. p. nyeneng, & s. wahyuni. (2017). the development of science domain based learning tool which is integrated with local wisdom to improve science process skill and scientific attitude. jurnal pendidikan ipa indonesia, 6(1), 23–31. subadi, l. c., t. f. c. w. sutrisno, i. g. b. y. wiryakusuma, & i. ritunga. (2020). pelatihan pembelajaran berbasi elearning dengan platform learning management system (lms) di fakultas kedokteran universitas ciputra. journal of community service consortium, 1(1), 126-131. sumarsih, p. (2017). upaya peningkatan motivasi dan prestasi belajar ipa melalui penerapan model pembelajaran jigsaw pada siswa kelas ix b smp n 9 yogyakarta. jurnal penelitian dan evaluasi pendidikan, v(11), 123–134. sari, r.n. et al. / journal of environmental and science education 1 (1) 2021 7 syarif, izuddin. (2012). pengaruh model blended learning terhadap motivasi dan prestasi belajar siswa smk. jurnal pendidikan vokasi, 2(2), 234-249. utami, i. s. (2016). implementasi e-learning untuk meningkatkan aktivitas belajar siswa. jurnal komputer terapan, 2(2), 169178. 18 jese 1 (2) (2021) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese comparative study of critical thinking skills on pbl model learning with animated videos between the students using moodle and google classroom ismalida maftuhatus samihah1*, erna noor savitri1 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 article info ________________ received 4 mei 2021 accepted 10 agustus 2021 published 30 september 2021 ________________ keywords: problem based-learning, animated videos, moodle , google classroom, students’ critical thinking skills ____________________ *corresponding author: ismalida maftuhatus samihah universitas negeri semarang e-mail: ismalidams@gmail.com abstract this study aims to compare the students’ critical thinking skills who use moodle and google classroom on learning pbl models with animated videos. this is comparative research with a nonequivalent pretestposttest group design and sampling technique cluster random sampling. based on the results of the study, it shows that the first experimental class that used moodle is better than the second experimental class that used google classroom. this is obtained from the test results n-gain where the first experimental class obtained a gain score of 0.51 in the fair category, and the second experimental class obtained a gain score of 0.43 in the fair category. the result of t test is t count = 2,8038 > t table = 1,9917 shows that ha is accepted so that the critical thinking skills of students who use moodle are better than google classroom. ©2021 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 samihah, i.m. et al. / journal of environmental and science education 1 (2) 2021 19 introduction learning using the 2013 curriculum encourages students to carry out scientific approach activities includes observing, asking, reasoning, trying or collecting data, and communicating in the learning process. according to suendarti (2017) stated that science learning is learning that fosters students' thinking skills obtained by observation and experiment that is assisted by rules, laws, theories and hypotheses. based on this statement, learning science with a scientific approach can build student activity on the learning process to understand the concepts given and develop critical thinking skills. critical thinking is an ability that students need to have in the 21st century, and some developed countries have included it in the curriculum as a learning goal (prayogi et al., 2019). putra (2015) in ramdani et al. (2020) states that critical thinking ability is a person's thinking process ability to evaluate or investigate evidence, assumptions and logic that underlie other people's ideas. critical thinking skills in science learning must often be trained to students in order to be able to solve problems in science conceptsthat happened in everyday life, so that, it can build students' critical thinking skills to analyze, collect information and evaluate. one of the learning models that can be used to improve students' critical thinking skills is the pbl model (kemendikbud, 2017). according to the research results of nasrullah et al. (2018), it is proven that the pbl model can improve students' critical thinking skills in excretory system materials. with the existence of that real problems, the pbl model can help students improve their critical thinking skills. besides, from the 5 indicators of critical thinking skills, there are 4 indicators that have not been seen in the learning process as; (1) the ability to conclude, students still provide long or short but not comprehensive explanations; (2) the ability to build basic skills, the students explore information about the material using only the module as a source of information; (3) the ability to explain, in science learning that has many discussions, but the students only use a module. this problem makes the students unable to explain the concept of science fully; (4) ability to provide further explanation, the students do not respond to explain a term and give assumptions; (5) the ability to set strategy and tactics, most students are able to analyze the problems that are around even though they are not contained in the module. that statement is supported by the interview results with the students who often think that science is a difficult subject. thus, causing the lack of interest and affect the understanding of the material being taught. so, need the awareness of students to learn independently. it can be concluded that students' critical thinking skills are still lacking. this statement is in line with the statement of tiruneh & cock (2017) stated that critical thinking skills could be seen when students are able to understand concepts and solve problems. moodle is an application program that can convert learning media into a web form (herayanti et al. 2018). moodle features that support the learning process are administrative features, teaching material delivery features, testing features, assessment features, and communication features. based on putra (2015), features of the forum, assignment, chat, and quiz help the students to think critically because they can respond to the problems developed. giving these responses fulfils of critical thinking ability indicators because the students will analyze problems, look for accurate sources, find solutions, and conclude. google classroom is an internet-based service provided by google with an e-learning system to be used as an efficient learning media, practical and interactive service to support technologybased learning (nurfalah, 2019). some features that support learning in google classroom include reuse posts, create a question, create an assignment, and create announcement features. these features make it easy to access study materials, submit assignments, fill out attendance lists, and access exam assessments (nurhusna, 2020). on the other hand, the other google application that supports the learning process is google meet for virtual meetings as a substitute for face-to-face meetings so that students and teachers can still interact directly. the use of moodle and google classroom as tools for the learning process helps the teachers make the learning process more flexible and introduce students to technological developments in education to support learning. moodle and google classroom have features that help to present teaching materials to the students. teaching materials in the form of learning media, such as animated videos can be used to complete the learning process using moodle. the animated video contains an explanation of the problems that occur in the learning material. animated video as a learning media is very good because it increases students’ knowledge and enthusiasm when learning (ponza et al. 2018). this animated video provides positive contributions to students in improving students' critical thinking skills using the pbl model. samihah, i.m. et al. / journal of environmental and science education 1 (2) 2021 20 based on the description, it is necessary to change the learning process to improve students' critical thinking skills. so it is necessary to apply moodle and google classroom to the pbl learning model with animated videos. moodle and google classroom can be used as learning aids with features that support online learning. this study aims to compare the improvement of students' critical thinking skills using moodle and google classroom. based on that explanation, a study was conducted with the title: “comparative study of critical thinking skills on pbl model learning with animated videos between the students using moodle and google classroom”.. method the subjects of this research were the students of mts mathalibul huda mlonggo with two experimental classes, viii f class as the first experimental class and viii g the second experimental class. the sampling technique used was the cluster random sampling technique in which the sample was taken with the same strata. this type of research is comparative research. the research design used a nonequivalent pretest-posttest group design. the design of this study can be seen in the table 1. table 1. nonequivalent pretest posttest group design group pretest treatme nt posttest 1st experiment o1 x o2 2nd experiment o3 y o4 explanations: o1 = pretest of the 1st experimental class o2 = posttest of the 1st experimental class x = pbl model with animated video using moodle y = pbl model with animated video using google classroom o3 = pretest of the 2nd experimental class o2 = posttest of the 2nd experimental class result and discussion the instruments used to measure students' critical thinking skills are 22 reasoned multiple choice questions and 2 essays. the data from the pretest and posttest results with a kkm of 75 were analyzed, and the average score from the 1st experimental class was 60 at the pre-test changed to 81 at the post-test. meanwhile, the average score from the 2nd experimental class was 56 at the pretest changed into 75 at the posttest. the average graph from both experimental classes can be seen in figure 1. figure 1. the graphic of average from both experimental classes test the normality of the data to find out whether the data is normally distributed or not and determine the type of further analysis. table 2. the normality test results of the pretestposttest data data class x2cou nt x2tabl e descrip tion pretest 1st exp 8,22 11,07 normal 2nd exp 6,95 11,07 normal post -test 1st exp 10 11,07 normal 2nd exp 8,83 11,07 normal based on table 2, it is known that the data is normally distributed because 𝑥 2𝑐𝑜𝑢𝑛𝑡 ≤ 𝑥 2𝑡𝑎𝑏𝑙𝑒. the normality test data obtained were further tested with the n-gain test and the ttest. the n-gain test aims to determine the improvement of students' critical thinking skills. 0 20 40 60 80 100 1st experiment 2nd experiment pretest posttest samihah, i.m. et al. / journal of environmental and science education 1 (2) 2021 21 table 3. n-gain test data for both experimental classes class ∑pretest ∑posttest gain desc 1st exp 60 81 0,51 fair 2nd exp 56 75 0,43 fair the n-gain test is also carried out on each indicator in the question. table 4. n-gain test data for each indicator indicato r number of question n-gain 1st exp 2nd exp 1 6 0,40 0,45 20 0,30 0,26 1 (essay) 0,60 0,45 2 2 0,65 0,41 4 0,60 0,47 3 0,60 0,27 3 19 0,31 0,49 4 18 0,50 0,50 2 (essay) 0,60 0,60 5 11 0,60 0,59 6 5 0,60 0,52 9 0,65 0,38 7 8 0,30 0,21 12 0,48 0,42 14 0,60 0,22 8 13 0,14 0,36 15 0,74 0,47 9 1 0,60 0,45 16 0,67 0,46 17 0,47 0,60 10 7 0,30 0,18 10 0,30 0,21 average 0,50 0,41 indicator description: 1 = focusing the questions 2 = analyzing the questions 3 = asking and answering about a challenge or an explanation 4 = considering source accuracy 5 = observing and considering the report of observation 6 = inducing and considering the results of induction 7 = deducing and considering the results of deduction 8 = defining the terms 9 = indentificating the assumption 10 = deciding on an action the comparison between the two experimental classes determines which one is better between moodle and google classroom in pbl model learning with animated videos using a t-test. table 5. pretest and posttest t-test data class variants tcount ttable desc 1st exp 66,785 2,803 1,991 ha is accepted 2nd exp 98,233 the research carried out is to apply the pbl model in learning combined with animated videos to support the understanding of students' material using moodle and google classroom. in the learning process, students conduct investigations to solve the problems. giving this problem aims to motivate students to conduct investigations to understand how to solve problems and obtain solutions (phungsuk et al., 2017). the use of animated videos as a learning media benefits for the teachers to provide material easier, and the students can understand the difficult material assisted by audiovisuals and animations in the animated video (sari, 2019). learning that uses pbl with animated videos improves students' critical thinking skills in both experimental classes. this is because pbl learning encourages the students to solve the problems presented, then confirmed together and strengthened understanding of the concept with animated videos. the problem of the covid-19 pandemic has changed face-to-face learning to online, while learning must continue as usual. these problems become obstacles in the educational process. the application of the learning model during the pandemic should still be applied so that it can be continued according to the scientific approach. pbl models with animated videos can be a solution to be applied in learning so that the teaching and learning process continues properly. e-learning as learning support, and in this study, the pbl model was applied with animated videos using 2 e-learning to be compared; moodle and google classroom. moodle is used by the 1st experimental class, while google classroom is used for the 2nd experimental class. based on the results of the study, the students' critical thinking skills were obtained on the t test and n-gain test in table 4.7 and table 4.5. t test samihah, i.m. et al. / journal of environmental and science education 1 (2) 2021 22 results obtained 𝑡𝑐𝑜𝑢𝑛𝑡 = 2,8038 > 𝑡𝑡𝑎𝑏𝑙𝑒 = 1,9917 then the hypothesis test ha is accepted. these results indicate that the 1st experimental class in the pbl model learning with animated videos using moodle was better than the 2nd experimental class in the pbl model learning with animated videos using google classroom. the results of the t-test are also supported by the results of the n-gain test which shows that there is an increase in the students’ critical thinking skills in the 1st experimental class of 0.51 with a fair category, while the 2nd experimental class is 0.43 with a fair category. based on these results, it can be seen that the 1st experimental class obtained a greater increase than the 2nd experimental class. the difference in improvement scores in the two classes is not much different because of the same treatment by the pbl model with animated video, n-gain test result can be seen in the table.3. the result of this study is also supported by a result study conducted by yuliati dan saputra (2020) that moodle-based stem learning improves students' scientific literacy skills because it adds meaningfulness in learning and makes it easier to learn the material. in addition, the application of the pbl model with animated video also has an effect on increasing critical thinking skills in the two experimental classes. this is in line with research conducted by melianasari et al. (2018) that using the pbl model assisted by video media improves students' critical thinking skills. the results obtained in the 1st experimental class are better than the 2nd experimental class. this is because learning using moodle is more integrated and has more complete features compared to google classroom. the display feature in moodle can be modified so that it can display e-learning that attracts the students’ attention, while the google classroom feature can only be changed in the theme section and the appearance in it is the same, and cannot be modified in order to attract the students’ attention. in moodle, there is a feature to change the language, while in google classroom this feature is not available. the communication feature, moodle can create groups according to members so that discussions can still be carried out in one application, but on google classroom, communication can only be done on the uploading post feature, so it is necessary to create another group on whatsapp to create a discussion group. in addition, the assessment features on moodle are integrated with one application, such as quizzes or assignments to be carried out pretest or posttest, and have many choices for the form of questions, and can be set for processing allocations so that students work according to the specified time. on the other hand, while in google classroom, it is separated from other applications, named google forms and cannot be given time allocation, even though both applications belong to google, but it will be very easy if integrated with one google classroom application. this statement is in line with a research by copriady et al. (2020), it stated that moodle has advantages. it has full features, simple display, available 120 languages, levels of users, and can be operated on the computers or smartphones. the application of the pbl model with animated videos greatly affects the improvement of students' critical thinking skills during the pandemic. in the learning process, the students are given assignments by the researchers. then, they work on it and submit it to the researchers. students' answers are verified and discussed together through google meeting so that there is an interaction between students and researchers, such as face-to-face learning, and then the students are strengthened in understanding the material with animated videos. learning activities using the application of the pbl model with animated videos attract the students’ attention because the learning process is fun and new. this thing is in line with maulina et al. (2017) that animated videos combined with pbl learning models make the students more interested and active during the learning process. learning using media will attract the students’ attention to improve their critical thinking skills. moodle has more prominent advantages over google classroom, which can build the skills in mastering the material, so that the students can set learning strategies to improve critical thinking skills in accordance with the stages of cognitive development of junior high school students. according to fitrianingsih et al. (2019) that the students in junior high school are in the formal operation stage of cognitive development, which means they are able to think abstractly and logically, and scientific thinking models have begun to emerge such as the ability to draw conclusions, interpret, and develop hypotheses. this thing is in line with a study by gunawan et al. (2021), stated that the application of moodle affects higher order of thinking skills because moodle provides chat and discussion forums that can be samihah, i.m. et al. / journal of environmental and science education 1 (2) 2021 23 used to interact. besides that, the teacher can also supervise the discussion activities of students in moodle. this discussion facility is very helpful for students and researchers to continue to discuss and assist the learning process according to the stages of the pbl model. the improvement of students' critical thinking skills is influenced by the pbl model with animated videos and e-learning used, this is evidenced by the different results of the pretest and posttest in the two experimental classes. in the 1st experimental class, the average pretest result was 60, and the average posttest result increased to 81. in the 2nd experimental class, the average pretest result was 56, and the average posttest result increased to 75. these results are in line with septiyani et al. (2020) that learning using e-learning helps the students improve their critical thinking skills because they can actively participate in learning. the difference in the average improvement score is due to the difference in the use of elearning between moodle and google classroom, and the students are not familiar with the application of the pbl model with animated videos in learning during the pandemic. the habit of learning using pbl will make the students to be independent because they can find concepts from real problems they solved (afni et al. 2018). the obstacles in the research because it is carried out online are; (1) the lack of student participation in discussions and presentations; (2) the difficulty of observing the overall activity of students; (3) technical problems such as signals, so it takes a longer time. the results of the questionnaire analysis of student responses at mts mathalibul huda mlonggo conducted a study on pbl model learning with animated videos using moodle and google classroom. there were 38 students in the 1st experimental class who used moodle, and 40 students in the 2nd experimental class who used google classroom. the analysis results showed that the 1st experimental class obtained an average result of 88.28% in the very high category, while the average result of the 2nd experimental class was 84.31% in the good category. based on the analysis results, it can be concluded that the 2nd experimental class learning the pbl model with animated videos using google classroom is good in improving students' critical thinking skills on vibration, waves, and sound materials. moreover, based on the students' responses, it can be seen that the 1st experimental class got more positive responses than the 2nd experimental class due to the use of moodle, which has more complete features and attracts the students’ attention. these results are also in accordance with research conducted by muslimah & fauziah (2021) that the application of moodle can improve the students’ learning results with the percentage of 89% in the very good category. moodle is also easy, equipped with complete facilities and features, and can be used as an alternative in distance learning. conclusion based on the research of “comparative study of critical thinking skills on pbl model learning with animated videos between the students using moodle and google classroom” that has been done, the results of the n-gain test on pbl model learning with animation video for the 1st experimental class using moodle were 0.51 with a fair category, and for the 2nd experimental class using google classroom were 0.43 in a fair category. comparison of the two experimental classes using the t-test, and the results obtained are t_count = 2,8038 > t_table = 1,9917, so, it can be concluded that learning the pbl model with animated videos using moodle is better than learning the pbl model with animated videos using google classroom. references afni, m., zahroh, a., anwar, n., irjasy, a., maharani, s., & fauzi, a. 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(2020). efektivitas pembelajaran stem (science, technology, engineering and mathematics) berbasis moodle terhadap kemampuan literasi sains mahasiswa calon guru sekolah dasar. jurnal elementaria edukasia, 3(2). 49 jese 2 (1) (2022) journal of environmental and science education https://journal.unnes.ac.id/sju/index.php/jese development of interactive e-books containing virtual laboratory to improve students’ motivation learning viola yorika ramadhani1, miranita khusniati1* 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 doi: https://doi.org/10.15294/jese.v2i1.53125 article info received 28 december 2021 accepted 22 april 2022 published 26 april 2022 keywords: interactive e-book, virtual laboratory, learning motivation *corresponding author: miranita khusniati universitas negeri semarang e-mail: miranita@mail.unnes.ac.id abstract this study aims to analyze the characteristics, validity, and ability of interactive e-book media containing virtual laboratory in fostering learning motivation and to find out how the cognitive learning outcomes of students. the design of this research is research and development, using modified steps according to sugiyono. analysis of potential problems seen from the low motivation to learn of students, which is supported by the lack of innovation in learning media on global warming at smp n 4 semarang. in this study, an interactive learning media on global warming material was developed in the form of an e-book with an application format so that it could be accessed flexibly via mobile phones. the interactive e-book was declared very valid with an average validation of 92.94% from media validators and 89.87% from material validators. then a trial was conducted to determine the readability of the media. the results of the media readability research from students obtained an average of 88.92% with very good criteria. the ability of interactive e-books to increase students' learning motivation was measured using a learning motivation questionnaire, there was an increase in the high category. in addition, the increase in learning motivation is also supported by the cognitive learning, average pretest score was 51.78 while the posttest score was 85.56. based on the description, it is concluded that the interactive e-book is valid to be used as a medium in learning activities and is able to improve students' learning motivation. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 mailto:miranita@mail.unnes.ac.id ramadhani, v.y. et al. / journal of environmental and science education 2 (1) 2022 50 introduction science learning in junior high schools in the 2013 curriculum is carried out in an integrated manner, where the physics, biology and chemistry materials are packaged in one particular theme. integrated science learning is expected to increase the efficiency and effectiveness of learning. this integration is in order to obtain more meaningful, fun learning with the demands of the 2013 curriculum (hayati et al., 2019). to find out and explain the natural events of science learning, it takes a strategy that can be applied by teachers to students in the learning process, of course, plays a very important role for successful learning. the level of success of the learning carried out can be determined through the learning process and student learning outcomes (wipasith, 2015). changes as a result of the learning process are shown in various forms, such as changes in attitudes, behavior and changes in other aspects of individuals who carry out learning activities (rohwati, 2012). learning accompanied by motivation from students are two things that are interconnected and influential in the learning process (rohman & sayyidatul, 2018). the relationship that occurs between learning motivation and learning outcomes is a positive relationship, which means that the higher the learning motivation of students, the higher the learning outcomes obtained. motivation is a change in energy in a person which is characterized by the emergence of feelings and reactions to achieve certain goals. according to hamalik (2004), as quoted by surahmadi (2016), the success of the process and student achievement is strongly influenced by learning motivation. umar et al., (2016) in learning science there are several factors that can affect the motivation of students. factors that are often encountered are the use of learning methods and media applied by teachers to students in the learning process. learning media are all tools or objects used in teaching and learning activities with the aim of facilitating the delivery of learning information from sources (teachers or other sources) to recipients (students and learning residents) (rohwati, 2012). one of the learning media that can be used is e-book. e-books are an alternative science learning media on smartphones supported by interactive content, so that they can attract the attention of students to be encouraged to learn (hasbiyati & khusnah, 2017). with the existence of an e-book, it should also be balanced with innovation or presentation of a good, attractive, and motivating display for students in operating it so that learning objectives can be achieved (ghofur & kustijono, 2015). according to eskawati & sanjaya (2012) states that the maximum utilization of learning resources or media will improve the quality of learning. the results of the initial study at smp n 4 semarang, the reference textbooks used were only printed package books from the government. the learning media used to support learning activities are in the form of digital teaching materials or power points which are explained by the teacher with the help of bandicam screen recordings. based on the researcher's observations, the digital teaching materials and power point used are less attractive because the display presented is almost the same as the printed textbook that has not been developed. this makes students only pay attention to both digital teaching materials and power point explanations uploaded by the teacher on the youtube page in addition, the involvement of students is not directly involved in learning so that the activeness of students is also not channeled properly. the teaching materials and media are actually complete, but several aspects need to be developed to make it more interesting. teaching materials or media do not only contain text and images, but are also equipped with interactive content offerings that are suitable for learning materials and ability test exercises to measure students' understanding of the material being studied. this should be applied so that students are more interested in learning and maximally in achieving learning objectives. looking at the supporting conditions for learning, the results of cognitive learning are obtained daily test scores, there are more than 50% of class vii students who get scores below the kkm, which is 73. this can be influenced by students' learning motivation towards science learning which still needs to be improved. from the results of online interviews with students of smp n 4 semarang, almost 50% of the 32 students consider science subjects to be less attractive so they are less enthusiastic about participating in learning or completing assignments to exceed the time limit set by the teacher, especially during the pandemic. it is felt that students are quite bored with the online system and there is minimal opportunity for students to be more active. in addition, the lack of enthusiasm for learning can be seen from ramadhani, v.y. et al. / journal of environmental and science education 2 (1) 2022 51 attendance in virtual classes between 40% -70% of 32 students and there is no interactive learning media about global warming material in digital form at the school. based on the description of the background, it is necessary to develop learning media to foster students' learning motivation so that the process and learning outcomes aimed at can be improved. in this study, a learning media in the form of an e-book was developed with an interactive display in the form of an application. the application will have to go through the installation process first before being used, both on android which can later be accessed anywhere and anytime. the developed learning media is named interactive e-book, with the aim of increase students' learning motivation. characteristics of interactive e-books display multimedia content in the form of text, images, animations, videos with information features, instructions for use, materials, games and songs, as well as evaluation questions that can be obtained directly from the results. in addition, this application is also equipped with experiments through virtual laboratories so that learning becomes more active and attracts the attention of students to conduct further investigations related to the material being studied, as well as equipped with student worksheets. method the sample in this study was taken by purposive sampling technique, namely students of class vii b smp n 4 semarang. the research design used in this research is research and development, with a modified research and development model by sugiyono. the modification is done by reducing two steps, namely the second product trial and the second product revision. these two steps were not carried out due to time constraints and conditions that were still in the condition of the covid-19 pandemic. sugiyono's research and development model used in this study includes: (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) product trial, (7) product revision, (8) final product. descriptive analysis of the validity of the interactive e-book media containing virtual laboratory was carried out by researchers based on the assessments and suggestions given by the media and materials expert validators. the scoring score obtained is then analyzed using the formula: 𝑃 = 𝑓 𝑁 × 100% (1) information: p: percentage of score obtained f: total score obtained n: total maximum score (sudijono, 2009) the results of the percentage scores obtained are then converted into the validation assessment criteria in table 1. table 1. validity assessment criteria percentage criteria 81.25%<score≤100% very valid 62,50%<score≤81,25% valid 43,75%<score≤62,50% sufficiently valid 25,00%<score≤43,75% less valid (arikunto, 2012) result and discussion characteristics of interactive media e-book containing virtual laboratory global warming materials the characteristics of the interactive e-book media are known based on the results of the interactive e-book development and readability questionnaire. media development has been adapted to core competencies, basic competencies, learning indicators, and learning objectives for the global warming material for semester 2 class vii smp in the 2013 curriculum. the media consists of (1) information, (2) apperception, (3) material, (4) virtual lab, (5) games, (6) quizzes, and (7) hints. information the information menu contained in the interactive e-book is presented in three components, namely core competencies (ki), basic competencies (kd) and learning objectives. with the information menu, it is intended that students can focus more on learning both during class hours and outside class hours in accordance with learning objectives. based on the results of the assessment by the validator in the media, the average percentage of the assessment of competency information is 100% in the very good category and the learning objectives are 75% in the good category. based on the readability questionnaire by students regarding interesting activities in the ramadhani, v.y. et al. / journal of environmental and science education 2 (1) 2022 52 interactive e-book that will be carried out, the percentage obtained is 85% with very good criteria. apperception apperception in the interactive e-book is presented by relating daily life events in the form of questions. it aims to make students more interested in learning and foster student curiosity in understanding the material at hand. this section shows that the interactive e-book media has the characteristics of contextual learning in it. based on the results of the assessment by the validator regarding apperception, the average percentage result is 100% with a very good category. based on the readability questionnaire by students regarding the interesting pictures/animations in the interactive e-book, a percentage of 92.5% was obtained in the very good category. material the material in the interactive e-book is presented in an interesting way in the form of interactive animations that explain the material on global warming. in the material menu, each sub-chapter is given an introduction regarding what material will be studied in the sub-chapter, so that students are more focused and focused in learning. the characteristics of the presentation of the material obtained an average percentage of 91.67% by the validator with very good criteria. based on the readability questionnaire by students, the systematics of the material presented obtained a percentage of 87.5% with very good criteria. in addition, the color combination of text, animation or images and a harmonious background gets a percentage rating of 90% with very good criteria as well. virtual lab the virtual lab menu in the interactive ebook is presented with access, in the form of links to virtual experiments through phet simulation along with student worksheets in the form of live worksheets. by using a live worksheet, students can directly input the results of observations from virtual experiments in phet simulation via their respective mobile phones. based on the results of the assessment by the validator regarding virtual experiments on media, a percentage of 100% was obtained with very good criteria. based on the readability questionnaire by students regarding virtual experiments that make it easier for students to understand the material, the percentage obtained is 85% with very good criteria. (5) games in interactive e-book media, it is presented in several games, namely drag and drop and fill the blank. the game aims to train students' understanding after studying global warming material using this learning media. in addition, there is also a "let's sing" feature to help make it easier for students to memorize and understand the process of the greenhouse effect. this feature displays the music "abang tukang bakso" with lyrics that have been changed according to the material. based on the results of the assessment by the validator regarding the game on the media obtained a percentage of 100% with a very good category. based on the readability questionnaire by students regarding the presentation of questions packaged in the form of games, the percentage obtained was 87.5% with a very good category. in addition, the songs that are presented in a fun way can help in thinking to get an assessment percentage of 87.5% in the very good category. quiz in interactive e-book media are presented in the form of multiple-choice questions as many as 10 items according to the material that has been studied. students can find out the results of the quiz after answering all the questions. the quiz menu is intended to provide an evaluation to students regarding the extent of understanding they get after doing learning activities with this learning media. based on the results of the assessment by the validator regarding the quiz on the media obtained a percentage of 100% with a very good category. based on the students' readability questionnaire regarding the presentation of practice questions, it was obtained a percentage assessment of 87.5% with a very good category. hint the instructions contained in the interactive e-book media are intended to provide direction to users, namely students to be able to operate learning media properly so that learning objectives can be achieved optimally. in the menu instructions, there are improvements to the material validator's input in the form of writing size so that it can be enlarged to make it clearer and the instructions given are displayed in more detail so that they are easily understood by users. based on the readability questionnaire by students regarding the easy operation of the ramadhani, v.y. et al. / journal of environmental and science education 2 (1) 2022 53 interactive e-book, the percentage obtained is 90% with a very good category. interactive e-book media also carried out a readability test. this media readability assessment was carried out after testing the product developed by students, to determine the readability of the media as a consideration in helping to describe the characteristics of the interactive e-book media. the results obtained were from 10 students, 8 students gave an assessment of the very good criteria and 2 students gave an assessment of the good criteria. the percentage of the interactive e-book media readability assessment by students is presented in figure 1. figure 1. percentage diagram of media readability assessment based on the analysis of the media readability assessment, it can be said that students also gave an assessment of the criteria of good and very good. this supports the characteristics of interactive e-book media that can help motivate students and understand the material being studied. data from the validation of media interactive e-books containing virtual laboratory assessment of interactive e-book media by media validators is adjusted to good media indicators by walker & hess (1984) as quoted by arsyad (2011), covering several aspects, namely (1) instructional, (2) quality, and (3) completeness. in addition, an assessment indicator is also used regarding the ability of learning media in growing students' learning motivation. based on the assessment criteria, interactive e-book media is good to use if it is declared valid when it gets a score of more than 62.50% and less than 81.25%. meanwhile, if the interactive e-book media scores more than 81.25% and less than 100%, it can be said that the media is very valid. the results of the percentage of interactive e-book media validation by media validators can be seen in table 2. table 2. percentage of interactive e-book validation results by media experts media experts institute percentage (%) criteria me-1 integrated science lecturer fmipa unnes 100 very valid me-2 physics lecturer fmipa unnes 82,69 very valid me-3 ict teacher at smp n 4 semarang 96,15 very valid the results of the assessment carried out by 3 media validators in table 2. show that the interactive e-book media material on global warming includes very valid assessment criteria. this means that the interactive e-book media global warming material is good for use in teaching and learning activities and can help foster students' learning motivation, with the percentage values obtained are 100%, 82.69%, and 96.15%. interactive e-book material validation result data containing virtual laboratory assessment of interactive e-book media by material validators is adjusted to good media indicators by walker & hess (1984) as quoted by arsyad (2011), covering several aspects, namely (1) accuracy, (2) importance, (3) completeness, (4) balance, and (5) suitability for students. in addition, an assessment indicator is also used regarding the ability of learning media in fostering students' learning motivation. based on the assessment criteria, interactive e-book media is good to use if it is declared valid when it gets a score of more than 62.50% and less than 81.25%. meanwhile, if the interactive e-book media scores more than 81.25% and less than 100%, it can be said that the media is very valid. the percentage results of interactive e-book media validation by material validators can be seen in table 3. 80% 20% very good good quite good less good ramadhani, v.y. et al. / journal of environmental and science education 2 (1) 2022 54 table 3. percentage of interactive e-book validation results by material experts material experts institute percentage (%) criteria me-1 lecturer of physics fmipa unnes 92,85 very valid me-2 lecturer of physics fmipa uin walisongo 80,35 valid me-3 science teacher at smp n 4 semarang 96,42 very valid the results of the assessments that have been carried out by 3 material validators in table 3. show that the interactive e-book media on global warming material includes very valid assessment criteria. this means that the interactive e-book media global warming material is good for use in teaching and learning activities and can help foster students' learning motivation, with the percentage values obtained are 92.85%, 80.35%, and 96.42% based on the suggestions given by the validator, improvements were made to the interactive e-book media. the input and suggestions given are in the form of improving the appearance of the media and terms in the material that require a more complete explanation in several sections of the media. design recapitulation on the interactive e-book media before and after repairs can be seen in table 4. table 4. design recapitulation before and after improvement no. before after 1. feedback: improvement: improvements have been made the font size is too small for some pages. by changing the font size to make it more visible. 2. feedback: instructions for operating the media are more detailed. improvement: improvements have been made by making more detailed operating instructions. 3. feedback: need to be more equipped with navigation buttons when opening the material, making it easier to go to certain pages. improvement: improvements have been made by adding navigation buttons to make it easier to go to certain pages. 4. feedback: the intro section "click anywhere to improvement: improvements have been made ramadhani, v.y. et al. / journal of environmental and science education 2 (1) 2022 55 continue" is better if replaced "touch screen to continue. to the use of more appropriate sentences. 5. feedback: sources/references are written as citations and typos are corrected. improvement: citation has been added to each statement in the material. 6. feedback: add table of contents and bibliography. improvement: the table of contents and bibliography have been added. 7. feedback: the choice of words on the quiz menu is more concerned. improvement: improvements have been made by changing some words to be more precise and appropriate. 8. feedback: it is necessary to improve the use of images that are more specific and there are words in the questions and answer choices in the game menu that are not quite right. improvement: improvements have been made to the use of specific images and words that are more precise and appropriate. 9. feedback: the explanation of the definition needs to be improved. improvement: improvements have been made by completing the definition of parts of the ramadhani, v.y. et al. / journal of environmental and science education 2 (1) 2022 56 material that are still ambiguous. 10. feedback: definition added. improvement: improvements have been made by adding terms in the material so that more complete information is arranged. interactive e-book containing virtual laboratory in fostering students' learning motivation the increase in students' learning motivation after carrying out learning activities using interactive e-book media can be seen using a learning motivation questionnaire. learning motivation questionnaires were given at the beginning and at the end in order to find out an increase in students' learning motivation. table 5. regarding the percentage of each category of student learning motivation. table 5. percentage of learning motivation category beginning end height = 𝟐 𝟑𝟎 × 𝟏𝟎𝟎% = 𝟔, 𝟔𝟕% height = 26 30 × 100% = 86,67% medium = 𝟐𝟓 𝟑𝟎 × 𝟏𝟎𝟎% = 𝟖𝟑, 𝟑𝟑% medium = 4 30 × 100% = 13,33% low = 𝟑 𝟑𝟎 × 𝟏𝟎𝟎% = 𝟏𝟎% low = 0 30 × 100% = 0% based on table 5. the criteria for assessing students' learning motivation were obtained by categorizing them into low, medium, and high classes. before using the interactive e-book media, students were in the category of low learning motivation by 10%, medium by 83.33%, and high by 6.67%. after using interactive ebook media, students' learning motivation has increased in the high category by 86.67%, medium by 13.33%, and low by 0%. this shows that learning using interactive e-book media can foster student learning motivation, supported by analysis of learning motivation assessment criteria from low, medium, and high categories. in this study, data collection activities were also carried out to determine the cognitive learning outcomes of students. the learning outcomes of students obtained can later be used to strengthen the use of media developed in the learning process to foster student learning motivation. the instruments used are pretest, posttest, student worksheets, and learning motivation questionnaires. the results of the pretest data analysis of the students' cognitive learning outcomes obtained an average value of 51.78. based on these results, treatment was given in the form of implementing learning activities using interactive e-book media in the class. the results of the posttest showed that the average score obtained by the students was higher than the pretest, which was 85.56. the increase in students' cognitive learning outcomes can be seen in table 6. table 6. n-gain cognitive learning outcomes data learning outcome n-gain pretest posttest lowest value 40 73,33 0,71 (high) top rated 80 100 average 51,78 85,56 the n-gain value in table 6. shows that the increase in the high category is 0.71. this category is in accordance with wiyanto (2008) showing that the n-gain is 0.3 g 0.7 in the high category. based on the results of research that has been carried out, interactive e-book media has a good ability to help foster students' learning motivation, so it is good to be used as a science learning medium for even semester vii class students on global warming material. the advantages of this media in fostering learning motivation are the application of interactive methods so that there is interaction between the media and users, which is also combined with the characteristics of learning motivation, active learning, fun, and contextual. the results of this study are in line with the research of najihah & sanjaya (2014), that interactive e-books have a better impact on achievement and motivation to learn science material. this is because the interactivity in the media involves physically ramadhani, v.y. et al. / journal of environmental and science education 2 (1) 2022 57 and mentally students when using the media, so that learning motivation can also increase. conclusion based on the results of the study it can be concluded that: 1. interactive e-book is an interactive learning media in the form of a digital application with the characteristics of learning motivation, fun learning, active learning, and contextual learning that 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(2008). menyiapkan guru sains mengembangan kompetensi laboratorium. semarang: unnes pres 41 jese 2 (1) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese development of environmental pollution electronic module in kudus regency on project-based learning (pjbl) for junior high school students dwi mariana ulfa*, sri ngabekti2* 1science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 2biology education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 doi: https://doi.org/10.15294/jese.v2i1.52985 article info ________________ received 24 december 2021 accepted 22 april 2022 published 27 april 2022 ________________ keywords: electronic module, environmental pollution, project-based learning ________________ *corresponding author: sri ngabekti universitas negeri semarang e-mail: sri.ngabekti@mail.unnes.ac.id abstract this study aims to analyze the characteristics, feasibility, and readability of the pjbl-based environmental pollution e-module for junior high school students. the type of research conducted is research and development (r&d). the steps of this research include potentials and problems, data collection, product design, design validation, design revision, and small-scale product trials. the research instrument was in the form of a media expert questionnaire, material, and readability experts. the results show that the developed e-module has characteristics, namely the developed e-module with pjbl syntax, equipped with video. the developed e-module is suitable for use as a learning medium with an average percentage of media validation and material validation obtaining an average of 92.06%, each of which is in the very good category. the pjbl-based pjbl-based environmental pollution e-module for junior high school students uses language that is easily understood by students so that students can understand the material. based on the research, it can be concluded that the pjblbased environmental pollution e-module for junior high school students has pjbl syntax and is equipped with a very decent supporting video and obtains very good criteria in the readability test and feasibility test in science learning. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 http://journal.unnes.ac.id/sju/index.php/usej mailto:sri.ngabekti@mail.unnes.ac.id ulfa, d. m. et al. / journal of environmental and science education 2 (1) 2022 42 introduction the development and progress of technology is currently experiencing an increase, including in the field of education. in the 21st century, education is becoming increasingly important to ensure that students have learning and innovation skills, skills to use information technology and media and work, and survive using life and survival skills (arifin, 2017). learning in the 21st century changes the view from teaching to learning, meaning that initially teacher-centered learning has changed to studentcentered learning which will have a good impact on the quality of education (pertiwi et al., 2018). this is in line with the change in learning policy from the 1994 curriculum to the 2013 curriculum which includes all subject matter, especially science subjects. the area of kudus regency has a main problem in maintaining environmental cleanliness, namely environmental pollution which is directly faced by the people of kudus regency. kudus regency is a city that has a very high level of industrial growth and population growth. this rapid increase in the economy has led to the driving force of growth in kudus regency. this very rapid population growth causes problems, one of which is environmental pollution, including water pollution, air pollution, and soil pollution. the results of interviews with science teachers at smpn 2 jati kudus, there are facts that show that more than 90% of students have androidbased smartphones, and students use social media more often. the teacher also explained that students' creativity was still lacking and the teaching materials provided by the school were in the form of textbooks, and there was no use of smartphones and no use of computers as teaching materials in learning. not all teaching materials provided are able to help students in the learning process. students are lazy to read teaching materials because they look less attractive. learning is still centered on the teacher and the learning model used is still conventional so that the teaching and learning process is dominated by the teacher and the students are less active. in addition, student participation in science learning is low, especially in environmental pollution (ummayah & dewi, 2021). environmental pollution is considered difficult for students because the scope of the material is wide, students' lack of interest in reading. the teacher also explains that to be able to explain environmental pollution material, the surrounding environment is needed so that students know about environmental pollution material directly. data from the results of the daily test (uh) on environmental pollution material shows that most of the seventh grade students have not reached the minimum competence criteria (kkm) so teachers must implement remedial measures to support students' scores that are still below the kkm. this condition shows that students need appropriate learning models and teaching materials that support learning. students' lack of interest in reading. the teacher also explains that to be able to explain environmental pollution material, the surrounding environment is needed so that students know about environmental pollution material directly. data from the results of the daily test (uh) on environmental pollution material shows that most of the seventh grade students have not reached the kkm so teachers must implement remedial measures to support students' scores that are still below the kkm. this condition shows that students need appropriate learning models and teaching materials that support learning. students' lack of interest in reading. the teacher also explains that to be able to explain environmental pollution material, the surrounding environment is needed so that students know about environmental pollution material directly. data from the results of the daily test (uh) on environmental pollution material shows that most of the seventh grade students have not reached the kkm so teachers must implement remedial measures to support students' scores that are still below the kkm. this condition shows that students need appropriate learning models and teaching materials that support learning. data from the results of the daily test (uh) on environmental pollution material shows that most of the seventh grade students have not reached the kkm so teachers must implement remedial measures to support students' scores that are still below the kkm. this condition shows that students need appropriate learning models and teaching materials that support learning. data from the results of the daily test (uh) on environmental pollution material shows that most of the seventh grade students have not reached the kkm so teachers must implement remedial measures to support students' scores that are still below the kkm. this condition shows that students need appropriate learning models and teaching materials that support learning. one of the learning media needed to support learning is e-module. e-module is an electronic ulfa, d. m. et al. / journal of environmental and science education 2 (1) 2022 43 module consisting of some content from text, images that can support learning (herawati & muhtadi, 2018; sadikin & hardianti, 2021). emodules can explain scientific material that can make it easier for students to understand material that is very difficult to understand, so using emodules will be interesting, and can increase students' interest and motivation(islam & falahkota, 2015). the research used in this research is the environmental pollution e-module in kudus regency based on pjbl for junior high school students. the learning model that can support learning is the project based learning (pjbl) model. the pjbl model is a learning model that provides opportunities for students to play an active and creative role in learning activities that will produce products. a learning model that can provide opportunities for students to explore their creativity is the pjbl model (kristiani et al., 2017). based on the background of the above problems in science learning that has been described, it is necessary to conduct research on "development of the environmental pollution emodule in kudus regency based on pjbl for junior high school students". the pjbl-based pjbl-based environmental pollution e-module is an innovation that will train students to think creatively because this model produces projects that will be used as the final result in learning. the content of the e-module developed will be adjusted to the stages of the pjbl model, so that the learning process gives a different impression when using the pjbl-based environmental pollution emodule in kudus regency. method this research was conducted at smp n 2 jati kudus. the time of this research was carried out in the even semester of the 2021/2022 academic year. this research and development model uses a model from sugiyono which consists of 10 steps. however, during the covid-19 pandemic, researchers simplified and limited research into 5 stages, namely potential and problems, data collection, product design, design validation and design revision and small-scale product trials. in this study, product validation was carried out by 5 media experts and material experts. data collection methods in this study include documentation and questionnaires. documentation method is used to obtain research supporting data. the questionnaire method was used to determine the validity or feasibility. the instruments in this study include: (1) the media expert and material expert validation questionnaire was used at the design validation test stage: (2) the readability questionnaire was used after the design revision at the small-scale product trial stage. result and discussion the results obtained in this study include; (1) characteristics of the environmental pollution emodule in kudus regency based on pjbl; (2) the feasibility of the environmental pollution emodule in kudus regency based on pjbl; (3) readability of the e-module on environmental pollution of kudus regency based on pjbl. characteristics of the environmental pollution e-module characteristics are characteristics that distinguish or indicate an object or medium. the learning media developed in this study was in the form of an electronic module, namely the emodule on environmental pollution in kudus regency based on pjbl for junior high school students. the characteristics of e-modules according to the directorate of primary and secondary education (2012) are: (1) self instructional, (2) self contained, (3) stand alone, (4) adaptive, (5) user friendly, the second characteristic refers to yulianto and the results readability test data. the first characteristic according to the directorate of primary and secondary education is self-instructional, e-modules are able to make students learn independently. this development has fulfilled self instructional, namely there are learning objectives that are presented in learning activities, there are assignments, science info, summaries and evaluations. at the end of the emodule sub-chapter is equipped with an evaluation used to measure students' understanding of the material (elvarita et al., 2020). this corresponds to herawati & muhtadi (2018)research that giving evaluations or practice questions can have an impact on understanding the concept. self-contained, the content in the e-module must cover all the material. this can be proven by the material presented in the e-module that has been adapted to basic competencies 3.8 and 4.8. stand alone, the developed e-module should stand alone as a complementary media not depending on other media. e-module developed using the flipbuilder application. according to asmi et al., (2018) which states that the advantages of the flipbuilder application are (1) it can open or turn ulfa, d. m. et al. / journal of environmental and science education 2 (1) 2022 44 the pages of a book so that it is like reading a book; (2) this application is easy to make electronic books (e-modules); (3) the resulting e-modules are not only books, but are equipped with pictures and videos to support learning; (4) the resulting product can be published in html form. the developed e-module is packaged in html5 format which can be accessed online from a computer or laptop or smartphone. adaptive, emodules must be able to adapt to the development of science and technology. this is evidenced by the e-module which was developed in accordance with the basic competencies of the 2013 curriculum. user friendly, the developed emodule should be friendly to its users in terms of ease of use and according to the developed emodule, it should use simple and easy-tounderstand language. this is evidenced by the validation test on the media presentation aspect (easy to access media) which got a score of 95% and the readability test by students and teachers on the aspect (the language used in the e-module is simple and easy to understand) getting an average score of students 90%. in the second characteristic, pjbl-based emodule refers to yulianto. the results of the data from the media validation got an average score of 100%. the pjbl steps have 6 steps, namely: (1) in the first stage, namely determining the problem, at this stage the teacher asks questions and guides students to determine the problem, at this stage the teacher asks questions and guides students to determine questions about environmental pollution discourse and videos. meanwhile, students watched environmental pollution videos; (2) in the second stage, namely making a project design, at this stage the teacher guides students to conduct an investigation of environmental pollution. meanwhile, students compile a draft of environmental pollution investigation in the form of a poster containing ideas for overcoming environmental pollution; (3) in the third stage, namely making a schedule, at this stage the teacher guides students in compiling a schedule. meanwhile, students arrange a schedule to design a project, (4) in the fourth stage, namely monitoring the progress of the project, at this stage the teacher guides in the investigation and checks the implementation of the project. meanwhile, students carry out investigations; (5) in the fifth stage, namely assessing results, this development does not reach to assessing the results of student projects or student learning outcomes; (6) in the sixth or final stage, which is evaluating learning, at this stage the teacher reflects on the project assignments. meanwhile, students conclude environmental pollution through project assignments. at this stage the teacher guides in the investigation and checks the implementation of the project. meanwhile, students carry out investigations; (5) in the fifth stage, namely assessing results, this development does not reach to assessing the results of student projects or student learning outcomes; (6) in the sixth or final stage, which is evaluating learning, at this stage the teacher reflects on the project assignments. meanwhile, students conclude environmental pollution through project assignments. at this stage the teacher guides in the investigation and checks the implementation of the project. meanwhile, students carry out investigations; (5) in the fifth stage, namely assessing results, this development does not reach to assessing the results of student projects or student learning outcomes; (6) in the sixth or final stage, which is evaluating learning, at this stage the teacher reflects on the project assignments. meanwhile, students conclude environmental pollution through project assignments. the third characteristic is the results of the teacher and student readability questionnaires. in the readability questionnaire assessed by the teacher, the average score was 90.62%, while the results of the readability questionnaire by students obtained an average of 85.93%. so it can be concluded that the readability aspect is included in the very good category. this statement is in line with the results of research from friantini et al., (2020) which states that the e-module readability questionnaire has a very good category for the language component. the fourth characteristic is that the e-module is equipped with a supporting video that can be played directly by clicking on the video. the material in the e-module is equipped with a supporting video that is in accordance with the material being studied. the video in the emodule aims to provide an overview to students and as a supporter of explanations related to the presentation of the material, so that students can understand the concepts of the material and can facilitate students in independent study. the pjbl-based environmental pollution emodule has several advantages including: this e-module has never existed before, this emodule can increase student interest because it is equipped with videos related to the material, easy to use online anytime and anywhere just. another advantage of this e-module can also reduce the use of paper in the learning process(laili, 2019). ulfa, d. m. et al. / journal of environmental and science education 2 (1) 2022 45 feasibility of the environmental pollution emodule the data on the results of the feasibility or validity assessment of an e-module developed is based on an assessment by media experts and material experts, if the results of the expert's assessment get a score > 62.5% then the e-module feasibility assessment is said to be valid and feasible. in the assessment, each expert consists of 5 people including: 2 lecturers and 3 science teachers (see figure 1) figure 1. aspects of e-module validation results by media experts (1 until 3 = general view; 1 until 5 = special view; 1 until 3 = media presentation; 1 until 5 = pjbl characteristics). in the validation stage of the e-module environmental pollution in kudus regency based on pjbl for middle school students by media validators (lecturers and science teachers), each validator provides an assessment on the media expert validation sheet. based on the data from the assessment results, the average value obtained is 93.23% with very decent criteria. this shows that the developed e-module is in the very feasible category for use in small-scale trials (see figure 2). figure 2. aspects of e-module validation results by material experts at the validation stage of the e-module environmental pollution in kudus regency based on pjbl for junior high school students by material validators (lecturers and science teachers), each validator provides an assessment on the material expert validation sheet. based on the data from the assessment results from 11 aspects, the score is an average of 90.90% with the criteria very suitable for use in small-scale trials and is in accordance with core competencies (ki) and basic competencies (kd). based on the suggestions and inputs given by 5 validators, material experts and media experts, which have been revised by the author, this is used to improve the quality of the developed emodules. the results of the suggestions and inputs given by the validator, improvements were made to the environmental pollution emodule of kudus regency based on pjbl for junior high school students, it can be seen on figure 4-11. readability of the e-module environmental pollution in kudus regency based on pjbl. figure 3. readability questionnaire data the data from the readability questionnaire aims to determine the legibility of an environmental pollution e-module in kudus regency based on pjbl for junior high school students. the e-module readability questionnaire was given during the small-scale trial stage after the design revision stage. readability questionnaires were given to science teachers and 10 grade viii c students of smp n 2 jati kudus who had received environmental pollution materials. based on the average readability questionnaire conducted by students and teachers, the results were 88.28% with a very good category. the results of the e-module readability questionnaire on a small-scale trial obtained an average percentage of 10 students obtaining results of 85.93% including in the very good category, while the average readability questionnaire conducted by teachers obtained a result of 90.62% which included in the very good category. the results of readability in the very good category for students mean that students 100 85 90 90 85 75 100 95 85 100 100 100 100 100 100 100 0 20 40 60 80 100 120 1 2 3 1 2 3 4 5 1 2 3 1 2 3 4 5 100 87.5 100 75 87.5 100 87.5 87.582.5 80 90 85 90 85 85 90 0 20 40 60 80 100 120 1 2 3 4 5 6 7 8 teacher student 100 95 95 85 95 100 75 80 100 95 80 0 50 100 150 1 2 3 4 5 6 7 8 9 10 11 aspect ulfa, d. m. et al. / journal of environmental and science education 2 (1) 2022 46 understand the content of the e-module on environmental pollution in kudus regency based on pjbl. the developed e-module has a language that is appropriate to the level of emotional maturity of junior high school students. rosyidah et al., (2013) states that a good e-module uses a language that is appropriate to the developmental level of students, which will make it easier for students to understand the content of the material. figure 4. improvements by changing the cover design of the e-module. figure 5. improvements by replacing clear water pollution pictures. figure 7. fixed by changing the font color to a lighter one. figure 6. fixed by changing the font color to a lighter one figure 8. improvements by changing the font type from the original calibri font to times new roman figure 9. improvements by changing the info science design to make it more attractive ulfa, d. m. et al. / journal of environmental and science education 2 (1) 2022 47 conclusion e-module environmental pollution of kudus regency based on pjbl that has been developed is attractive and has characteristics in the form of e-modules compiled based on the pjbl syntax, e-modules according to the directorate of primary and secondary education, and emodules that have been developed equipped with supporting videos that can be played directly. the developed e-module uses an easyto-understand language. the validation carried out by media expert validators and material experts stated that the pjbl-based environmental pollution e-module developed by the researcher was very suitable for use in the learning process in class viii c smp n jati kudus. readability of the pjbl-based environmental pollution e-module by junior high school students and teachers stated that the kudus regency-based pjbl environmental pollution e-module uses language that is easily understood by students, so that it can make students understand the material. e-module environmental pollution of kudus regency based on pjbl can be used as a guide for teachers in developing e-modules with other materials. this research has only reached the stage of testing small-scale products because in kudus regency there are still cases of covid19. this research can be used as a reference to test the effectiveness of further research. references arifin, z. 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(2018). the importance of scientific literacy in science learning for middle schools in the 21st century. indonesian journal of natural science education (ijnse), 1(1), 24–29. rosyidah, a.n., sudarmin., & siadi, k. (2013). development of ethnoscience-based science modules in food additives for class viii smp negeri 1 pegandon kendal. usej unnes science education journal, 2(1), 133–139. sadikin, a., & hardianti, r. d. (2021). development of emulsi (electronic module practicum articulate storyline 3) to support self-regulated learning of students. journal of environmental and science education, 1(2), 25-31. ummayah, f. f. d., & dewi, n. r. (2021). analysis of students metacognition ability through problem based learning assisted by worksheets on environmental pollution material. journal of environmental and science education, 1(2), 32-40. 78 jese 2 (2) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese development of website-based virtual science learning to train students' critical thinking skills sinta putrianingtyas1, novi ratna dewi1*, resti adriyani2 1science education program, faculty mathematics and natural sciences, universitas negeri semarang, indonesia 2educational development, hiroshima university, japan doi: https://doi.org/10.15294/jese.v2i2.53956 article info ________________ received 20 january 2022 accepted 11 august 2022 published 26 september 2022 ________________ keywords: critical thinking skills, virtual science learning website ____________________ *corresponding author: novi ratna dewi universitas negeri semarang e-mail: noviratnadewi@mail.unnes.ac.id abstract the main concept in education in the 21st century revolution 4.0 is a process or learning with the support of information technology. the 2013 curriculum is designed to develop the 21st century skills of students. one of them is critical thinking skills. based on government policies issued by the ministry of education and culture (kemendikbud) directorate of higher education no. 1 of 2020 which states that the learning process is carried out boldly (online). this is because to respond to the covid-19 pandemic that has occurred throughout the world, none other than indonesia. the lms referred to in the research is the development of a website-based virtual science learning or “visel” to train critical thinking skills. this study aims to develop an e-learning system called visel (virtual science learning) based on a website that can be used to train students' critical thinking skills. the development procedure is carried out with reference to the development of a 4d model. the research data obtained were in the form of product validation score data, questionnaire readability data, and response questionnaire data. the results showed that after going through the product validation process, the material expert obtained an average percentage of 97%% with valid criteria. product validation by media experts obtained an average percentage of 96% with valid criteria. the average readability questionnaire obtained 88.57% and was included in the very good category. the average payment from visel's response obtained an average of 95.46% and was included in the very good category. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 mailto:noviratnadewi@mail.unnes.ac.id putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 79 introduction the life of the 21st century has an educational role that is very important in preparing the next generation who have the skills to learn, innovate, use technology and information media as well as skills to survive (mayasari et al., 2016). the implementation of the education system in indonesia in the 21st century underwent many revolutions, one of which was revolution 4.0. facing this revolution must be prepared, because it requires educators and students to be able to master and utilize ict capabilities. the main concept in industrial revolution 4.0 education is a learning process or activity with the support of information technology (rusman, 2016). the 4.0 revolution in innovation is a core concept facing the challenges of the labor market and global (palazzeschi et al., 2018). one of the technologies that can affect the educational process is internet technology. internet technology can be used in teaching and learning activities, which can be said to be a change from conventional to modern methods (khusniyah and hakim, 2019:21). this utilization is carried out in the learning process which makes it a different learning process from previous learning, namely the implementation of the 2013 curriculum (student-center learning). kuo et al. (2014) revealed that online learning is in line with the characteristics of 2013 learning. government policies issued by the ministry of education and culture (kemendikbud) directorate of higher education no. 1 of 2020 which states that the learning process is carried out online because it is to respond to the covid-19 pandemic which has occurred throughout the world. according to research by firman & sari (2020) it is stated that in online learning, students are more comfortable to ask questions and express opinions in forums that are held online. moore, dikson-deane, & galyen (2011) define online learning as learning that uses the internet network with accessibility, connectivity, flexibility, and the ability to generate various types of learning interactions. the online learning process so far has been implemented through various mobile devices as well as various lms (learning management systems), such as google classroom, edmodo, and schhology (gikas & grant, 2013; enriquez, 2014; sicat, 2015; iftakhar, 2016). lms according to prasojo & rianto (2011) says that lms is a platform for creating and managing learning activities. the regulation of the minister of education and culture number 81a of 2017 concerning the implementation of the 2013 curriculum also confirms that the learning process is carried out interactively, inspiring, fun, and students can be involved in the learning process. in addition, the 2013 curriculum recommends applying aspects of critical thinking skills to learning. one of the lessons that can train critical thinking skills is natural sciences. the ministry of national education (2011) states that science is related to efforts to understand natural phenomena systematically, so that science is not only the mastery of knowledge in the form of facts, concepts, and principles, but also a process of discovery. curriculum 2013 is designed to develop 21st century skills of students in particular. critical thinking skills. the implementation of science learning is currently done online, so there are no space and time limitations in its implementation. in fact, in the implementation of online learning (online) is not optimal to train one of the 21st century skills, namely critical thinking skills. susilo, et al (2012), stated that learning science does not make students accustomed to practicing to actively think critically. therefore, in this case it is necessary to prepare that science learning that should be done is learning that can make students literate in science and technology, think comprehensively and be able to think critically and creatively in solving various problems (depdiknas, 2011). one solution to support the implementation of online science learning is a learning that can train critical thinking skills, one of which is the use of e-learning. based on the results of observations made during the pandemic at smp n 2 pekalongan, especially class viiid in science subjects, there were problems found during online learning. this study focuses on three problems, namely first, the learning interest of students when online learning is less than optimal, this is because some students do not pay attention when giving instructions that are conveyed through the whatsapp group or google classroom, only a few students respond. second, there is still a lack of use of e-learning in learning to support the online learning process, this can be seen that 30 students out of 35 students are not optimal in learning to use elearning in the learning process, as they assume that in learning science it is only in the form of materials and questions. many of which are abstract so they feel bored in online learning. third, in science learning, students' critical putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 80 thinking skills have not been seen. this is supported by the data from the needs analysis through google form that as many as 38% (16 students out of 35 students). these results can be used as a benchmark that the critical thinking skills of smp n 2 pekalongan students are still relatively low. it is indicated by these results that only 16 students can grow their critical thinking skills supported by the given learning process and the mid-semester assessment results in odd semesters. indicators of critical thinking skills that have not been seen include the ability of students to solve practice questions and problems that are still less visible, it is still difficult to formulate problems in the given worksheet, check the truth of a statement that has been studied in detail, report the results of observations, and draw conclusions. the results of the needs analysis show that there are still many indicators of critical thinking skills for students of class viiid smp n 2 pekalongan have not been seen. based on these results, a solution is needed that can support the success of an active, creative, economical and communicative online learning process for students, especially science learning and to be able to encourage students to learn independently (self learning) and train students to think critically in solving problems. both concretely and abstractly. development of website-based virtual science learning or can be called visel.visel developed is a website-based virtual science learning. the resulting product output is able to support the science learning process, as well as creating science learning that is effective, efficient, creative, economical, interactive and able to train critical thinking skills. this product is supported by facilities such as discussion activities in forums, chats, and twoway communication through the facilities available in virtual science learning (visel) in the form of video conferencing. method the research subjects were students of smp negeri 2 pekalongan class viii d as many as 35 students of class viii d as the experimental class and class viii e as the control class. the sampling technique in this research is purposive sampling, namely the technique of determining the sample with certain considerations. the type of research used is development research. the development model chosen in this study is the 4d model, namely define, design, develop, and disseminate which was developed by thiagarajan, semmel, 1974. the stages in this research only include define, design, develop. the data collection methods in this study were as follows: (1) the observation method used to determine the learning process in the classroom, (2) the questionnaires or questionnaires used in this study were: (1) the material expert and media expert validation questionnaire, used in design validation stage to test product validity; (2) the legibility questionnaire used in analyzing the characteristics at the time of product testing. (3) student response questionnaire on virtual science learning (visel) products. analysis of the data in this study are: (1) the validity test used is the validity index or aiken v (2) readability questionnaire and response questionnaire with descriptive percentage analysis results and discussion this research is a website-based virtual science learning (visel) development research to train students' critical thinking skills. this research was conducted at smp n 2 pekalongan during the odd semester of the 2021/2022 academic year. the subjects of this study were students of class 8d at the product trial stage as many as 35 students. this research is focused on the material of the human digestive system. the research procedure for developing visel based on this website uses 4d (four d models) including: define stage, design stage, and develop stage. in the definition stage, the data obtained are: (a) analysis of science learning while online, (b) platforms that can support distance learning, (c) characteristics of students, (d) determining kd and indicators, (e) compiling materials and (f) determine learning objectives. in the design phase, data were obtained: (a) determining and designing the platform to be developed, (b) designing or designing learning content, (c) approaches, and learning resources, and (d) integrating content or content with indicators of critical thinking skills. the development stage (develop) obtained data: (a) visel platform (virtual science learning), (b) validation from validator, (c) visel characteristics developed with data obtained from expert validation questionnaire and readability questionnaire, and (d) data the results of the use of students' responses. a website-based visel has been developed and has been validated. visel comes with instructions for use for learning. visel can be accessed via putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 81 http://lms.devlabs.space/login with any device, whether smartphone, computer, and laptop and can be accessed in various browsers (google chrome, mozilla firefox, opera and so on). instructions for using visel (virtual science learning) can be seen in figure 1. figure 1. instructions for accessing visel the visel display that appears when opened via the link above can be seen in figure 2. . figure 2. view of the visel login. figure 2 shows the initial view of the visel login which can be accessed via smartphones and laptops. login menu consisting of username and password. the display is packaged attractively with a combination of backgrounds and is identical to the logo of smp n 2 pekalongan. after successfully logging in, the home menu appears for each account. the view of the homepage can be seen in the following figure 3 figure 3. is the visel homepage display. the display on the homepage is equipped with several menus. visel validity the development of website-based visel (virtual science learning) to train critical thinking skills was also carried out based on the assessment of expert validators, both material experts and media experts, each validator of material experts totaling 5 (1 lecturer and 4 science teachers), while media experts amounting to 5 (1 lecturer and 4 ict teachers). website-based visel validity data to train critical thinking skills were obtained at the development stage. the website-based visel system was validated by five material expert validators and five media expert validators. the results of the assessment by the validator are used to determine the validity of the visel product. the results of the validity of the visel system are shown in table 1 and table 2. tabel 1. visel validation data by material expert no . indicator achieveme nt (%) criteri a 1. presentation in accordance with kd and learning indicators on the human digestive system material 100,00 valid 2. accuracy with learning indicators 100,00 valid 3. clarity of material 100,00 valid http://lms.devlabs.space/login putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 82 delivery 4. the suitability of the material with the theories and concepts in the human digestive system material 100,00 valid 5. the subject matter and questions are formulated clearly, concisely and firmly 100,00 valid 6. the suitability of learning on visel (virtual science learning) with critical thinking indicators 100,00 valid 7. encouraging students to use critical thinking knowledge and skills 100,00 valid 8. interactive (interaktif) 93,00 valid 9. idependency (kemandirian) 87,00 valid 10. accsesbility (aksesbilitas) 100,00 valid 11. enrichment (pengayaan) 93,00 valid 12. website based 100,00 valid 13. practice critical thinking skills 100,00 valid the data shown in table 1 is about the details of the visel validity assessment by material experts. the average obtained is 97% and is included in the valid category. each aspect obtained valid criteria. visel was also validated by five media experts each. the material validators agree that the websitebased visel is very valid. the average material validation achievement is 97%. the results of the validation of material experts can be seen in table 1. the material validators agree that the visel product is suitable for use. judging from the presentation of visel in accordance with kd and learning indicators on the human digestive system material. this is evidenced by the validator's assessment of 100.00% with valid criteria. visel can support distance learning, in line with the opinion of setiawati et al (2019) which states that in supporting distance learning, facilities can be accessed anytime, anywhere, without direct physical contact. this is also supported by the regulation of the ministry of education and culture no. 1 of 2020 where learning is carried out online in the face of the corona virus pandemic. the accuracy of the learning indicators and the clarity of the delivery of the material in visel are in accordance with the material. this is indicated by the results of the validator's assessment of 100.00% with valid criteria. santyasa (2017) which states that in order to achieve learning objectives, the presentation of material is delivered in a systematic, sequential, interesting and clear manner so that it can motivate learning success. the suitability of the material with the theory and concept of the digestive system material obtained a validator rating of 100.00% with valid criteria. this is indicated by the presentation of the material provided for the digestive system in accordance with the theories and concepts. in line with pratama et al (2016) stated that the presentation of material in a lesson should be in accordance with theories and concepts so as not to cause misconceptions of science. also supported by asyahri and silvia (2021) stated that in order to avoid misconceptions in students, teaching materials are needed, accurate sources of information that can remediate misconceptions. the subject matter and questions are formulated in a clear, concise, and firm manner. this is evidenced by the validator's assessment of 100.00% with valid criteria. the presentation of the material is made in several formats, including: power point, images, videos, pdf, hyperlinks. this is done because it aims so that students can process information from various sources and achieve learning indicators and indicators of critical thinking skills in the realms of c3 to c6. the goal is to include indicators of critical thinking skills so that students can use their knowledge and skills in processing information. this is in line with iskandarwassid and dadang sunendar (2011) that the preparation of materials and questions must be formulated clearly in accordance with learning needs and can dance for students to learn. supported by widodo and jasmadi (2013) stated that a good learning device is a device or tool that contains material, methods, boundaries, evaluations that are designed in a clear, systematic manner and are expected to achieve the expected goals. putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 83 the visel developed can encourage students to use their knowledge and critical thinking skills. this is evidenced by the validator's assessment of 100.00% with valid criteria. this is indicated by learning activities through discussion by displaying pictures, communicating via chat. these activities can train students' knowledge and skills to think critically. in line with warda (2011) states that someone who thinks critically has a special character that can be clarified by looking at how someone reacts to a situation, problem or argument. john and ika (2019) agreed that critical thinking can encourage students to think at a higher level than usual, not only remembering but being able to solve problems. visel system is presented interactively. this is evidenced by the assessment of the validator obtaining 93.00% with valid criteria. the value of visel interactivity can be demonstrated by the participation of students who participate in the discussion and the availability of the visel feature. this is in line with allen (2017) that learning interactivity can be created through four components, namely context, challenges, activities and feedback. the four components can be run by activating features that support asynchronous communication in visel including forums, study materials, online exams, home work, live, marks. supported by dian and sungkono (2017) explained that the high level of learning interactivity can be seen from the attractiveness of the learning process. the attractiveness of learning can be realized through attractive presentation of material, challenging learning activities, media that stimulate interest and curiosity, supporting facilities and infrastructure. the process of developing a website-based visel can be used in learning. this can be proven by the presence of several features available. can be seen in table 4.1. visel development has independence in supporting learning, which means it is centered in providing time, place, and teaching materials provided. this is evidenced in the assessment of the validator obtaining 87.00% with valid criteria. the developed visel is able to become one of the lms that can support distance learning, because by its nature it is also related to bringing up student learning independence. this is shown in the activities of discussing in the forum, studying the teaching materials provided, working on the available evaluations. here visel is able to provide opportunities for students to be in control of their learning activities, meaning that students are given the freedom to decide when to start, when to finish, and which part of a learning resource they want to learn first. if they have difficulty, they can repeat until they feel able. students can also communicate with the teacher at certain times. hakim (2018) stated that independence is more effective. this is in line with the presidential regulation of the republic of indonesia no. 87 of 2017 concerning strengthening character education which states that in order to create a cultured nation, through strengthening religious characters, being honest, tolerant, disciplined, working hard, creative, independent, democratic, curiosity, national spirit, love for the homeland, respect for achievements communicative, peace-loving, likes to read, cares about the environment, cares about social, and is responsible. also supported by suhendri (2011); purwaningsih and herwin (2020) which states that the nature of independence is a very important character to be instilled, because of the learning activities carried out by students without depending on others to achieve understanding. the developed visel has accessibility properties which means it can be accessed very easily. this is evidenced by the acquisition of a validator assessment of 100.00%. accessing visel can be accessed by any device, not limited by time, place and distance, the availability of learning resources (text, audio, video) can be connected easily in the developed visel (virtual science learning). this is in line with gikas & grant (2013) which states that the implementation of online learning requires the support of device assistance, which can be used to access information anytime and anywhere. supported by bell et al. (2017); arzayeva, et al (2015) that online learning allows interaction via the web even though they are far apart and in different places. accessibility is a person's comfort level to achieve goals related to communication behavior (sapri, saleh & maksum, 2009). visel also has enrichment properties, which means that learning activities are presented in more varied and interactive ways, such as the use of video streaming, animation, simulation applications, and so on. this is evidenced by the acquisition of an assessment from the validator of 93.00%. presentation in visel is equipped with various objects that match the material. the appearance of learning activities is presented more attractively and interactively, such as the availability of more varied, interesting and communicative elkpd. e-lkpd that can be connected to putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 84 youtube videos, so that in this case it is intended that students can obtain and process information from various learning sources. furthermore, the presentation of teaching materials is designed to be varied, brief, clear, and easy to understand. the creation of these teaching materials is assisted by the canva application. the design of teaching materials is also adapted to the material and characteristics of students. in addition, other teaching materials are also presented in the form of learning videos that are in accordance with the material. daryanto (2013) says that a learning activity that is presented in a varied, interesting, and interactive way can create effective learning, encouraging students to be more enthusiastic in learning activities. supported by rusman (2013) confirms that the use of interactive and interesting methods, strategies, teaching materials or learning facilities can help create more varied learning, where by utilizing technology now it will be easier for a teacher to convey information to students. visel, which was developed based on a website, means that it can be used on all types of devices such as computers, tablets, smartphones. this is indicated by the validator's assessment of 100.00%. the development of website-based elearning aims to be able to automatically respond to user preferences on the size of the device layout or device screen resolution (putra, 2017). these adjustments can be in the form of font size, image size and other components without having to make adjustments to its scripting capabilities. supported by melani's research (2019) that website development is very beneficial because it can be accessed through any device including cellphones, making it easier to access anytime and anywhere. in addition, that the website system can increase motivation and learning quality (kusumaningrum, 2016). visel is equipped with activities that are able to train critical thinking skills, such as discussing, seeking information, analyzing, and concluding the available problems. this is evidenced by the validator's assessment of 100.00%. in line with the 21st century learning, that thinking skills are very important to be trained, if a person is trained continuously then a person's personality can be formed who can solve problems properly, and correctly according to the theory or concept. b.c judge (2013) emphasized that the 2013 curriculum is very possible for critical thinking learning, because in learning they are required to analyze an idea about an idea and present well-organized arguments. through elearning the learning process is expected to develop students' critical thinking skills. (sari, supandi, & ariyanto, 2020). tabel 2. data validasi visel (virtual science learning) oleh ahli media no. indicator achievement (%) criteria 1. visel (virtual science learning) system quality and displayed menu 100,00 valid 2. display design presented 93,00 valid 3. the quality of images, videos, and animations displayed 100,00 valid 4. matching colors, layouts, and menus served 93,00 valid 5. visel (virtual science learning) system packaging that is creative, interactive, effective, efficient, can provide student learning motivation 93,00 valid 6. grammatical accuracy according to ebi rules 87,00 valid 7. the sentences used are easy to understand (communicat ive), and standard 100,00 valid putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 85 8. the visel (virtual science learning) system was developed based on a website, so it can be accessed easily with any browser, practical, and not limited by space and time 100,00 valid the average validity of visel (virtual science learning) by media experts is 96% and is included in the valid category. each indicator obtains valid criteria to be used. media validators agree that the website-based visel to train students' critical thinking skills is very valid. the average achievement of visel media validation is 95.84%. the assessment includes presentation, content design, language and accessibility. the percentage of each expert's assessment of the results of media validation achievements can be seen in table 2. the results of the first assessment on visel presentation obtained 100.00% with valid criteria. this assessment is an assessment of the quality of the visel (virtual science learning) system and the menus displayed. visel (virtual science learning) system presentation and menus are displayed in an attractive, flexible, user friendly way. in addition, the assessment of the display design presented obtained an assessment from the validator of 93.00% with valid criteria. the selection of text colors, backgrounds and other components is attractive and compatible with the visel (virtual science learning) system developed. the visel presentation assessment aims to make the product developed to motivate students in learning. this is in accordance with tilbury (2013) which states that flexibility will provide opportunities for students to choose the learning process according to their needs. supported by steinberg (1989) who stated that the more students who can control their learning environment, the greater their learning motivation. the selection of creative, innovative, attractive designs is done so that the learning carried out is more colorful and gives the impression of experience to the learner (zuhri et al., 2020). the achievement of learning objectives is determined by several things including the media, the learning process, and the selected teaching materials. the media validator provides visel with an assessment of the content design assessment provided. the assessment is obtained by 100% with valid criteria. it is proven that the developed visel includes pictures, videos, animations that are clearly in accordance with the learning materials and learning objectives. in addition to these contents, there is an assessment of the suitability of colors, layouts, and menus presented. the results of the assessment from the media validator obtained 93.00% with valid criteria. both assessments are in line with kurniasari (2020) which states that the presentation of content and the selection of colors, layouts, and menus served have a contribution to achieving learning objectives. supported by hikmah (2020) that learning activities must also be designed according to the content of the material, have evaluation materials, according to needs, and can attract the attention of students. the language assessment in visel consists of grammatical accuracy in accordance with ebi rules and the sentences used. the results of the media validator's assessment respectively obtained a percentage of 87% and 100.00%. language is one thing that has an important urgency to be considered in the development of e-learning. this is because it can determine the ease of understanding of students in understanding the delivery delivered by the teacher (setiawan & sa'dijah, 2017). this is in accordance with the linguistic aspects referred to in this study, namely 1) the sentence structure is clear and precise; 2) using standard terms; 3) the grammar used is in accordance with the ebi rules; 4) the sentence used is effective; 5) the sentences used are easy to understand; 6) the language used is the standard language. visel readability readability questionnaire at the product trial stage after the instrument was validated and revised. the results of the readability questionnaire on visel (virtual science learning) are presented in table 3. table 3. visel (virtual science learning) readability questionnaire data based on website no. indicator achievement criteria putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 86 (%) 1. the presentation of visel (virtual science learning) is clear, interesting so that it encourages me to study hard 86,42 good 2. presentation of material and questions is short, precise, clear and easy to understand 80,71 good 3. the content presented in visel (virtual science learning) is sequential and interesting 86,42 very good 4. visel (virtual science learning) system packaging that is creative, interactive, effective, efficient, can provide learning motivation 90,71 very good 5. the language used in visel (virtual science learning) is easy for students to understand 84,28 very good 6. the use of the visel (virtual 95,71 very good science learning) system can be used effectively, efficiently, interactively, and practically so that it is not limited by space and time for independent study 7. the visel (virtual science learning) elearning system can be easily accessed using any device, be it smartphones, computers, laptops and so on. 95,71 very good the data shown in table 3 is about the details of the visel readability assessment. each indicator gets very good criteria, except for indicator number two it gets good criteria. the average obtained is 88.57% with very good criteria. the big indonesian dictionary defines characteristics as the characteristics possessed by an object. the product developed in this research is a virtual science learning system. experts have expressed opinions about the characteristics of virtual learning. this study refers to the characteristics of rusman (2013), namely interactive (interactivity), independence (independence), accessibility (accessibility), learning resources are more easily accessible via the internet; enrichment this opinion becomes a reference in this study to determine the indicators of product characteristics that are developed so that the product is suitable for use and right on target. the indicators for the characteristics of visel (virtual science learning) are as follows: (1) conformity of content with ki, kd, and gpa, (2) visel packaging that is creative, interactive, and can motivate learning, (3) website-based, (4) training skills critical thinking, (5) accuracy of putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 87 materials and questions with indicators of critical thinking skills, (6) use of language (7) ease of access. website-based visel is a platform that supports distance learning that can be accessed anywhere, anytime without any physical contact between each other, thus supporting ministry of education and culture regulation no. 1 of 2020 in dealing with the corona pandemic. visel comes with instructions for use for learning. visel can be accessed via http://lms.devlabs.space/login with any device and can be accessed in various browsers. visel has various menus that can support learning activities. can be seen in figure 3. the developed visel has characteristics. the big indonesian dictionary explains that a characteristic is a special trait that fits a certain description. the characteristics of website-based visel are (1) conformity of content with ki, kd, and gpa, (2) visel packaging that is creative, interactive, and can motivate learning, (3) website-based, (4) train critical thinking skills, (5) accuracy of materials and questions with indicators of critical thinking skills, (6) ease of access. characteristic 1 is conformity of content with ki, kd, and gpa. the material validators agree that visel is in accordance with ki, kd, gpa on the focused material. this is evidenced by the website-based visel obtaining an assessment achievement of 100.00% from material validators with valid criteria. the validator's assessment is supported by the average student assessment achievement of 83.57% with very good criteria. this is in line with prasetyo et al. (2019); arsyad (2013) which states that learning activities must be in accordance with the competencies and learning objectives. website-based visel is equipped with forum activities, home work, live and online exams. forum activities are used as a communication feature in discussing learning. homework contains assignments, live is a feature used for video conference discussions, and online exam is an online test feature provided such as daily assessments, pts, and pas. the material in visel is focused on the material of the human digestive system with four meetings. characteristic 2 is visel packaging which is creative, interactive, and can motivate learning. this is evidenced by the website-based visel obtaining an assessment achievement of 100.00% from media validators with valid criteria. the validator's assessment is supported by the average student assessment achievement of 88.57% with very good criteria. the selection of creative, innovative, attractive designs is done so that the learning carried out is more colorful and gives the impression of experience to the learner (zuhri et al., 2020). dwiningsih (2016) states that the provision of creative, interactive designs can motivate and develop skills and improve student learning achievement. supported by mustofa (2019) in his research, learning using e-learning that is designed to be attractive can strengthen students' learning motivation so that students feel comfortable and interested in learning. visel display is presented creatively and attractively with the selection of fonts, colors, images/illustrations that match the material. visel display can be seen in figure 2. and 3 and table 3. characteristic 4 is to train critical thinking skills. table 4.3 shows that the developed visel can train critical thinking skills by showing an average percentage gain of 100%. the developed visel is equipped with activities that can train critical thinking skills. such as discussions, synchronous and asynchronous communication through chat, forums, and so on. critical thinking skills are skills to perform various analyses, assessments, evaluations, reconstructions, and decisionmaking that lead to rational action (king, 2010). the visel platform with its features is used optimally, and integrates interactive learning videos, interesting teaching materials, interactive e-lkpd, and evaluation questions that can train critical thinking skills. students see, observe, and respond, do assignments and ask questions that they do not understand. this is supported by syarif's research (2012) which shows that e-learning is able to improve and train critical thinking skills because students gain the habit of always thinking and processing which information is appropriate and which is not. characteristic 5 is the accuracy of the material and questions with indicators of critical thinking skills. this is evidenced by the acquisition of a material validator assessment of 100.00% with valid criteria. the material and questions presented in visel refer to the c3 to c6 domains so that they can be integrated with critical thinking skills indicators. learning process activities using the platform can also train critical thinking skills. through discussion activities, managing ideas, self-regulating, evaluating, someone has practiced critical thinking skills (yayuk, 2017). characteristic 6 is ease of access. this is evidenced by the acquisition of an assessment putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 88 from the media validator of 100.00% with valid criteria. the validator's assessment is supported by an average student assessment achievement of 95.71% with very good criteria. access to visel can be accessed by any device, not limited by time, place and distance, the availability of learning resources (text, audio, video) can connect easily in the developed visel (virtual science learning). visel usage response student response data obtained at the development stage. student response data obtained after product testing. the product trial was carried out in class viii d smp n 2 pekalongan as many as 35 students. the results of student responses to visel can be seen in table 5. table 5. student response data to visel (virtual science learning) no . statement achiev ement s (%) criteria 1. the visel system provides content that fits the material that is packaged in an attractive and creative way 97,00 very good 2. visel system is easy to use 93,60 very good 3. the features provided are many and easy to access 99,00 very good 4. the visel system can encourage a desire to learn 89,29 very good 5. visel system is stable and smooth 95,71 very good 6. the visel system provides an active learning environment 94,30 very good 7. the visel system provides communicative features in providing feedback, such as chat forums 100,00 very good 8. the chat feature makes it easy for 2way active learning 97,85 very good 9. the visel system allows me to study the material i need 94,29 very good 10. visel system can be used to convey material well 95,00 very good 11. interactivity of learning through the visel system helps increase enthusiasm for learning 92,10 very good 12. interactivity of learning through the visel system provides a sense of comfort/closeness between students and teachers 95,71 very good 13. interactivity of learning through the visel system provides an understanding of mastery of the material 94,29 very good 14. interactivity of learning through the visel system gives a sense of pleasure/satisfaction /comfort in learning science 96,40 very good 15. the layout provided is easy according to its content and function 100,00 very good 16. the clarity of the font that is easy to read well 88,57 very good 17. visel system can be used anytime and anywhere 100,00 very good response is a form of reaction or response to an object. based on table 6. shows student response data obtained at the development stage. student response data obtained after product testing. the product trial was carried out in class viii d smp n 2 pekalongan as many as 35 students. the results of student responses to visel can be seen in table 4.6. the average result of achieving student responses to visel is 95.46% with very good criteria. conclusion website-based visel to train students' critical thinking skills is declared valid for use with a validity score of 97.94 for material putrianingtyas, s. et al. / journal of environmental and science education 2 (2) 2022 89 experts and media experts. the characteristics of website-based visel are conformity of content with ki, kd, and gpa,visel packaging that is creative, interactive, and can motivate learning, website-based, train critical thinking skills, accuracy of materials and questions with indicators of critical thinking skills, ease of access. characteristic data was obtained from a readability questionnaire. can be seen in table 5. student responses to the website-based 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(2020). development of e-learning courses for subjects about “learn and learning” with moodle-based for prospective teacher in indonesia. journal of physics: conference series, 1594(1). 111 jese 2 (2) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese profile of junior high school students' satisfactions through online learning integrated science subjects in the covid-19 pandemic period saidatul afifah, parmin* science education study program, faculty of mathematics and natural science universitas negeri semarang, semarang, indonesia doi: https://doi.org/10.15294/jese.v2i2.56354 article info ________________ received 26 april 2022 accepted 19 september 2022 published 26 september 2022 ________________ keywords: students’ satisfaction, online learning, covid-19 pandemic, integrated science subjects ________________ corresponding author: parmin universitas negeri semarang e-mail: parmin@mail.unnes.ac.id abstract the emergence of the corona virus outbreak to various parts of the world requires learning in indonesia to be carried out online. the new learning system has obstacles in its implementation. this study aims to determine the level of student satisfaction with integrated science learning online. the type of research used in this research is descriptive quantitative and qualitative conducted by survey method by providing scale and interviews. the data collection technique was done by purposive sampling method. the subjects in this study were students of class viii and ix smp nu suruh with the slovin formula obtained a sample of 48 students. test the validity of the instrument using the content validity test by the supervisor. the data obtained from the questionnaire results were analyzed using descriptive percentage analysis techniques, while the interview data were processed using the miles and huberman analysis technique which consisted of three stages, namely data reduction, data presentation, and conclusion drawing and verification. the results showed that in general the level of student satisfaction with integrated science learning online was in the high category. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 afifah, s. et al. / journal of environmental and science education 2 (2) 2022 112 introduction the corona virus outbreak has hit various countries. the entry of the corona virus outbreak in indonesia has affected various fields, including the world of education. through the minister of education nadiem makarim, circular letter number 3 of 2020 was issued in education units and number 36962/mpk.a/hk/2020 concerning the implementation of education “in the coronavirus disease (covid-19) pandemic, namely conducting online teaching and learning activities for prevent the spread of coronavirus disease (covid-19). the existence of a ban on crowding requires the learning system in indonesia to be implemented online from their respective homes. herliandry et al., (2020) stated that online learning is a challenge for all elements of education, both educators and students, so that learning continues to run actively even though schools are closed. this is where the role of an educator is very meaningful in creating the right learning atmosphere when learning. in learning activities, students are expected to not only listen to explanations from educators but are also required to be active (zakiah & mariah, 2020). in the condition of online learning is still a new thing in the world of education. there are obstacles in the implementation of the online learning system, one of which is the lack of student activity in participating in learning. the results of interviews with science teachers at smp nu suruh are the first time the school has implemented an online learning system. based on student attendance data from the platform that has been provided, the average number for each class is 61%, while in collecting assignments it does not reach 50%, only 46.7% of students collect assignments on average. based on this case, why don't all students actively respond during learning as well as in working on and collecting assignments? the existence of student satisfaction can increase student interest and motivation in participating in science learning. based on the previous description, researchers are interested in knowing the profile of student satisfaction with online integrated science learning that has taken place during the covid-19 pandemic. the results of student satisfaction can be used as evaluation material in improving the quality of the online learning system (ulinuha & novitaningtyas, 2021). the importance of conducting research to determine the level of satisfaction with online learning so that in the future it can be used as evaluation material that leads to improving the quality of the online learning system. how an educator positions himself, formulates the next strategy to create an ideal learning system in online learning. method this study uses quantitative and qualitative descriptive research that provides an overview of student satisfaction with the online learning of integrated science that has taken place. the design used in this study was carried out by means of a survey by giving scales and direct interviews by complying with health protocols. interviews were conducted to examine more deeply about the profile of student satisfaction with integrated science learning online. the interview that will be conducted in this study is a semi-structured interview, which means that the questions are not limited to what is on the instrument that has been prepared. the research was conducted at smp nu suruh, which is located at suharman street, reksosari, suruh district, semarang regency, central java. the time of the research was carried out in the odd semester of the 2021/ 2022 academic year. the sampling technique was carried out by purposive sampling (nonrandom) with the consideration that students were taking online learning and students were in eighth and ninth grades who previously carried out learning as usual (offline) before conducting online learning due to the covid-19 pandemic. the subjects in this study were students of class viii and ix of smp nu suruh by determining the number of samples determined using the slovin formula, a sample of 48 students was obtained from a total population of 89 students with a standard error of 10%. information: n : number of samples n : population e : standard error, (in this study is 10%) the calculation used to determine the percentage level of answer scores from each respondent is written with the following formula: p = 𝑛 𝑁 𝑋 100% n = n/ (1 + (n.e2)) afifah, s. et al. / journal of environmental and science education 2 (2) 2022 113 information: p : percentage of score obtained n : total score obtained n : maximum number of scores the satisfaction factor category is based on the category classification reference from (saifuddin, 2005: 108) shown in table 1. table 1. category of student satisfaction interval formula category x ≤ (m − 1.5 sd) very low (m − 1.5 sd) < x ≤ (m − 0.5 sd) low (m − 0.5 sd) < x ≤ (m + 0.5 sd) currently (m + 0.5 sd) < x ≤ (m + 1.5 sd) high x > (m + 1.5 sd) very high result and discussion student satisfaction with online science learning student satisfaction is a feeling of pleasure for a learner because the needs they want are fulfilled based on an experience felt by students. according to yasir et al., (2017) student satisfaction in learning fosters student motivation and has a positive attitude towards learning. the results of descriptive statistical analysis showed that the level of student satisfaction with integrated science online learning which consisted of 50 questions with 48 respondents tended to be in the high category. the results of the study are based on indicators of student satisfaction with integrated science learning online, which are described in table 2. table 2. category of student satisfaction indikator scor percentage (%) cattegory accessibility 853 71,08 high device ownership 875 72,92 high monitoring ability 715 74,48 high ease of obtaining materials 690 71,88 high ease of learning the material 682 71,04 high interactivity 2124 80,45 very high method accuracy 1907 79,46 high independent learning 1211 72,08 high the results of the study are based on indicators of student satisfaction with integrated science learning online according to napitupulu (2020) namely: accessibility, device ownership, monitoring ability, ease of obtaining material, ease of learning material, interactivity, method accuracy, and learning independence are described as follows. accessibility accessibility is the ease of accessing technology as a support in online learning. ease of internet access is needed to support online learning. the main component for the implementation of online learning is the availability of an internet connection (handayani & jumadi, 2021). however, the results of the research respondents showed different levels of accessibility. for children who are in the orphanage, wifi has been installed with good signal strength that supports online learning. students living in islamic boarding schools such as the hamalatil quran islamic boarding school have used wifi, but because wifi is used by many users and at the same time affects signal strength, the signal is weak. one of the factors that affect the quality of internet access is the imbalance between the number of users and the comparison of internet services because the trend of internet usage continues to grow, resulting in stagnation of bandwidth availability while the number of users continues to increase (ruth, 2013). signal strength is also affected by geographical factors. students who take online learning from home each have different internet signal quality. this is because inland areas, especially those adjacent to the highlands, for example in the reksosari village area, cannot be reached by state and private internet service providers (pribadi & assidiq, 2021). students who live in rural areas or remote villages have poor internet access when carrying out online learning. online learning in remote areas with minimal network access will be much more difficult to do (mansyur, 2020). accessibility affects the satisfaction of students in participating in integrated science learning online. speed of internet access is a common problem. online learning requires a capable internet connection, but students often complain of a difficult signal, the network is sometimes disconnected causing the learning process to not run smoothly (awalia et al., 2021; afifah, s. et al. / journal of environmental and science education 2 (2) 2022 114 muhammad et al., 2021; prasani et al., 2021). students find it difficult to participate in online learning because not all areas where they live have good cell phone signals, have difficulty participating in online learning because not all areas where they live have good cellular signals, internet connections are not stable. this makes students sometimes late in participating in learning and in obtaining learning information. during the covid-19 pandemic, most students went home and took online learning from their respective homes, students found it difficult due to the limited cellular signal even if there was a weak signal strength (firman & rahman, 2020; sadikin & hamidah, 2020). students who are in a low level of satisfaction in accessibility means that they are quite difficult with access when participating in learning. even so, students can still take part in learning even though sometimes they are late due to a cellular signal that is less supportive. in the covid-19 era that demands online learning, the need and ease of internet access is an absolute must. yudiawan et al. (2021) stated that the infrastructure and quality of the system had the most significant influence on the success of online learning. this needs more attention from the government and authorities. the fulfillment of internet network infrastructure with qualified bandwidth and access points in various strategic areas must be optimized. device ownership the results of the study showed that most students had tools to support them in participating in online learning. at smp nu suruh in implementing online learning requires students to have cell phones. ownership of devices such as gadgets is needed in the implementation of online learning. online learning requires supporting tools such as telephones and computers (putria et al., 2020). elements that help online learning include smartphone devices and the like as well as internet networks (handayani & jumadi, 2021). the available storage features can provide space to store teaching materials provided by educators, so students can flexibly open or re-access these teaching materials at any time (firman & rahman, 2020). based on the research results of hootsuite and we are social posted monday, february 15, 2021 by founder drone empirit ismail fahmi, indonesian internet users reach 73.7% of the total 274.9 million indonesian population. meanwhile, 45.3 million people are internet users based on smartphone devices. this figure covers the percentage of up to 125.6% of the population experiencing an increase of 4 million or 1.2%. smartphone users dominate ownership of electronic devices. according to a survey, 98.2% of indonesians already use smartphones (novianty & prasetya, 2020). learners regarding device facilities, the majority already have a device to take part in online learning. however, not all students at smp nu suruh have a device that fully supports learning, such as devices that do not support the use of lms, the device sometimes goes blank, the battery does not last long, and the storage space is full. the storage space on the cellphone runs out to be one of the obstacles that students feel when learning online (awalia et al., 2021). in the aspect of fulfilling the quota, not all students have an adequate quota in participating in learning. not all of the students at smp nu suruh are in the upper middle-class economy. not all students immediately buy internet quota when it runs out. students who live in the orphanage as well as some students to buy quotas must be independent. the school had facilitated internet quota, but it was deemed insufficient. this has an effect on student satisfaction. meeting quotas is still a common problem. one of the obstacles in online learning is that students complain about running out of internet packages (awalia et al., 2021). it is known that device ownership is one of the indicators that influence the success of online learning. monitoring ability the ability to easily monitor learning progress from home at any time is one indicator that affects student satisfaction. based on the results of the study, most of the respondents are in the high category, which means that students could easily monitor the development of pjj at any time. however, there are students who are not in the high category. difficulties in monitoring the development of learning materials are caused by students not being able to fully participate in learning during learning. this is also influenced by the availability of an internet connection because the signal is not smooth, students cannot follow it on time according to lesson hours. in line with research conducted by siahaan (2020) that the problems of the online learning system such as the slowness of accessing information due to signal constraints. students sometimes lag in obtaining information which results in delays in collecting an assignment from the teacher. afifah, s. et al. / journal of environmental and science education 2 (2) 2022 115 the difficulty of students in monitoring learning activities is also influenced by the background of students doing distance learning in the cottage. the results of the interview revealed that students who live in the pesantren environment are limited in using cellphones/mobile phones. on average, students use cellphones one hour a day in the morning so they cannot always stay with the ongoing learning. so, in this case it affects the ability to monitor when learning takes place. students are not able to follow when learning is in progress and take part in learning at a certain time that has been determined. in such conditions, students feel overwhelmed in participating in online learning because of the limited time in using the device. the respondents who are in the very high category, students who live at home have their own devices that are free to use anytime and anywhere. this is in line with the research conducted by handayani & jumadi (2021) that the majority of students use personal cellphones to carry out learning. ease of obtaining materials the results of the analysis of satisfaction with online learning based on indicators of ease of obtaining material mean that it is in the high category which means that respondents are easy to obtain material during learning. the ease of obtaining material in learning is one of the determinants of student satisfaction. based on the respondents' answers, not all of them showed the ease of obtaining the material. students who live in islamic boarding schools such as the hamalatil quran al mansur islamic boarding school have been installed with wi-fi, thus providing convenience in obtaining the material presented by the teacher. likewise for respondents who live in the orphanage, the orphanage facilitates wi-fi. during learning, when the teacher provides material, students can download the material well, although it does not always have a high speed in downloading media in the form of material or questions presented. internet access speed in indonesia is still in the slow category. google search results, ookla speed test results re-publish related to internet speed in various countries in the world. according to the speed test global index as of july 2021, indonesia's mobile internet download speed is 21.35 mbit/s. indonesia's position in the mobile internet speed category fell six places, which is in the 110th position out of 139 countries in the world. based on speed test, indonesia's fixed broadband internet speed is also worse than last month. as of july 2021, indonesia's fixed broadband internet speed of 25.58 mbit/s fell by 0.59 mbit/s, ranking 119 out of 180 countries, far from singapore (rank 2) at 256.03 mbps (haryanto, 2021). on the other hand, there are student respondents who find it difficult to obtain material while participating in online science learning. this is because there are some materials that are delivered via whatsapp groups, sometimes the application does not support opening the file. even so, students prefer to ask friends rather than download applications on the grounds that their cellphone memory is full. the use of the application is a tool or media that is used as a facilitator for delivering learning materials (awalia et al., 2021). with the ease of obtaining material, it affects the satisfaction of students in participating in integrated science learning online. ease of studying the material the results based on research on the indicators of the ease of learning the material, the level of student satisfaction is at the lowest percentage compared to other indicators influenced by several things. participants felt that the material delivered online did not provide satisfaction for students. students feel it is not enough if the teacher only provides material and then is given an assignment. an explanation from the teacher is needed especially on complex material so that the material is more easily absorbed by students. this is in line with research conducted hafida et al., (2020) that many students have difficulty understanding learning materials delivered online, where the dominant teaching material is reading material. ease of learning the material that has been provided by educators is needed so that learning objectives can be achieved properly. however, in online learning, not everything is conveyed well. students prefer if the material delivered directly will be easier to understand. basar (2021) states the obstacles felt by teachers in assessing learning outcomes because students have difficulty accepting or understanding each indicator that has been given during online learning that has taken place even though learning indicators have been conveyed repeatedly through learning media such as google classroom. students do not always open it even though all the material has been delivered and given an explanation. interactivity afifah, s. et al. / journal of environmental and science education 2 (2) 2022 116 the results of the analysis of satisfaction with online learning based on interactivity indicators are in the high category. interactivity is an interaction that exists between teachers and students during online learning (zakiah & mariah, 2020). online classroom learning requires adequate internet access and can be accessed using gadgets and laptops so that there is feedback from students (basilaia et al., 2020). in order to achieve the goal of distance learning during the covid-19 period, namely to accommodate student learning needs, "it requires the readiness of educators, an appropriate curriculum, the availability of learning resources, as well as support for stable devices and networks so that communication between students and educators can be effective" (basar, 2021). the results based on research on the majority of interactivity indicators are in the high category. not achieving the interactivity aspect in the very high category is influenced by several things. students who live in islamic boarding schools are limited in using cellphones so they cannot follow the learning process. students who can take part in learning while learning takes place feel bored with online learning, which is mostly only given material and told to learn it by themselves. in addition, because not all of them took part in the lesson, the students who attended felt uninterested or had low motivation in participating in the lesson. when learning at school students discuss and work together in completing assignments, in addition, most students were less enthusiastic in responding to questions because students did not like asking questions or responding to whatsapp groups. they feel that the communication that is established is less twoway, such as wanting to ask questions in their class forum is more awkward. it is different from research conducted firman & rahman, (2020) that the absence of a direct teacher makes students not awkward in conveying their responses so that they can express their thoughts and can ask questions freely. students at smp nu suruh prefer to communicate directly with the teacher without feeling awkward because the teacher has a humble nature. in contrast to online learning, students prefer to respond to face-to-face learning in class because it is easier to interact. students are more free in expressing their opinions and in asking questions. interactivity has an effect on student satisfaction in participating in integrated science learning online. in-class interactions with teachers can help create interactive relationships, whereas with online learning, the fear of interaction prevents them from attending online classes (keaton & gilbert, 2020). method accuracy the results based on research on the indicators of the accuracy of the method, the level of student satisfaction is in the very high category. this means that students feel that the method used is appropriate. failure to achieve in the very high category is influenced by several things. some respondents did not maximize the statement about the start of class hours. students who live in islamic boarding schools are limited in using cell phones. in terms of timeliness, sometimes learning starts a little earlier due to adjusting to the boarding school children. on another factor, some students feel that they are lacking in fulfilling audio-visual material in the delivery of material by the teacher. the selection of the right teaching media according to what students need will be able to increase student activity (prasetya & harjanto, 2020). the right method affects the satisfaction of students in participating in integrated science learning online. in online learning at nu junior high school, ask to use an lms in the form of a whatsapp group after first trying to use google classroom. however, students feel confused about using google classroom because they are not familiar with the appearance of the features in it. so that whatsapp media is then used in online learning because it is considered more effective. whatsapp is considered practical and easy to use by teachers and students. in addition, the whatsapp application was quite familiar even before the pandemic, many were using the application (sukoyo et al., 2021). learning materials, discussion activities, and task collection are provided via whatsapp. most students are satisfied and happy with the appearance of the material and the way the teacher teaches in creating an interesting learning atmosphere. appropriate online learning methods affect the quality of systems, information, and services received by learners (pawirosumarto, 2016). the right learning strategy can affect students' attitudes when involved in it (aziz et al., 2013). research hasan (2022) confirms the positive impact of using rubric-based feedback effectively in developing writing skills of saudi secondary school students. based on respondents' answers, currently the method used in online learning is appropriate. independent learning afifah, s. et al. / journal of environmental and science education 2 (2) 2022 117 the results are based on research on the accuracy of the method, the level of student satisfaction is in the high category. not being achieved in the very high category, some respondents were not optimal in statements about independence in doing tasks. participants prefer to ask friends in doing this task is influenced by several things including the limited time in using the device. students feel overwhelmed if in a limited time they have to study the material presented by the teacher and do assignments independently. the burden of online learning/excessive learning tasks with short working time results in stress for students (ph et al., 2020). another factor is that students have not been able to fully understand the material delivered online or in understanding the questions in the assignments given. thus, students prefer to ask friends in doing assignments on the grounds that they are more time efficient and can collect assignments given by the teacher. online learning is considered to be less effective which in its implementation provides an illustration that students' understanding of the material is not optimal and that too many tasks are given to students (widiyono, 2020). however, students relearn the assignments that have been collected and read the subject matter. students should be given an understanding that giving assignments is not a burden that must be completed but is a process that must be passed to make it easier to understand the material (kurniasari et al., 2020). in learning it is important to identify the importance of curriculum, teaching methods, and assessment methods, and the school and home environment for students to be aware of these factors and their role (khasawneh, 2022). theoretically, independent learning is one indicator of the success of online learning. online distance learning is also able to foster student learning independence. learning without direct guidance by the teacher makes students independent in learning information about the material and assignments that have been given (firman & rahman, 2020). in other statements about independence in learning to study material outside of learning, most of them answered agree. this means that students feel they need a lot of reading and learning, especially in online learning, even though in reality students don't learn much. the results of the study are not entirely online learning has an influence on independent learning. the results of the analysis of research data that have been carried out by analyzing the level of satisfaction with online learning are mostly in the high category. however, if asked to choose between online learning and offline learning, based on interviews, students prefer learning to be held face-to-face in class. students feel more comfortable for several reasons: material delivered face-to-face is easier for students to accept; get to meet teachers and friends; easier to interact both with friends and with teachers; for boarding school children the time to learn lessons at school can be more focused. conclusion based on the results of research and data analysis that has been carried out, it can be concluded that in general the level of student satisfaction with integrated science learning online is in the high category. the suggestions that can be given are: teachers should be able to create a more interesting learning atmosphere in the learning group and make teaching materials more interesting so that students do not feel bored and are more enthusiastic in participating in learning., the need for special attention on the provision of internet services in rural areas in supporting online learning activities., there is a need for research in similar matters but more in the use of variable variations. references awalia, l. m., pratiwi, i. a., & kironoratri, l. 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(2017). analisis tingkat kepuasan siswa dan motivasi dalam pembelajaran kelompok (cooperative learning) dan kaitannya dengan hasil belajar akuntansi di smk labor binaan fkip unri pekanbaru. jurnal pekbis, 9(2), 77–90. yudiawan, a., sunarso, b., suharmoko, sari, f., & ahmadi. (2021). successful online learning factors in covid-19 era: study of islamic higher education in west papua, indonesia. international journal of evaluation and research in education (ijere), 10(1), 193–201. zakiah, d., & mariah, y. (2020). pengaruh pembelajaran daring di era pandemi covid19 terhadap motivasi dan kepuasan belajar taruna/i jurusan teknika stip jakarta. prosiding seminar pelayaran dan teknologi terapan, 2(1), 19–25. 98 jese 2 (2) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese creative problem solving (cps) learning to improve ability an strudent’s critical and creative thinking on science materials nur fahrisa, parmin* science education study program, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia doi: https://doi.org/10.15294/jese.v2i2.55641 article info ________________ received 4 mei 2021 accepted 10 agustus 2021 published 26 september 2021 ________________ keywords: creative problem solving, critical thinking, creative thinking, human digestive system ____________________ *corresponding author: parmin universitas negeri semarang e-mail: parmin@mail.unnes.ac.id abstract this study aims to determine the effectiveness of using the cps (creative problem solving) learning model to improve students' critical and creative thinking skills. this research is an experimental study using a quasi-experimental research design with a non-equivalent control group design. the sampling technique used purposive sampling and obtained class viii a and viii f. improving students' critical thinking skills based on t-test test data pretest and posttest were 4.01 in the control class and 10.29 in the experimental class, both of which were higher than the ttable, which was 1.99. improving students' creative thinking skills based on the student worksheet t-test test of 5.035 in the control class and 10,041 in the experimental class, and the t-test mind mapping of 6,428 in the control class and 6,240 in the experimental class. from the test results, it was found that h0 was rejected so that there was an increase in students' critical and creative thinking skills. thus, the application of the cps (creative problem solving) model on the science material is effectively used to improve students' critical and creative thinking skills. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 fahrisa, n. et al. / journal of environmental and science education 2 (2) 2022 99 introduction education is a process that directs students to develop their existing potentials. based on law no. 20 of 2003, the purpose of national education is to develop capabilities and shape the character and civilization of a dignified nation in order to educate the nation's life, develop the potential of students to become human beings who believe and fear god almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become a responsible citizen. according to agustin (2022), the main purpose of education is to increase retention and transferability. it is important for students to acquire sufficient knowledge so that they can overcome and solve new problems encountered, one of which is science learning (agustin, 2022). science learning is learning through a systematic process using the scientific method. science learning provides opportunities for students to gain learning experiences through experimentation and direct observation of natural phenomena (naezak, 2021). science learning at mts negeri 1 temanggung is taught in an integrated manner but is still theoretical in nature, has not been associated with many problems faced by students in everyday life, learning activities have not been optimal and tend to be teacher-centered, and have not trained students to think scientifically. science learning should be directed to inquiry and discussion so that it can help students gain experience and a deeper understanding of the natural surroundings (purwanti, 2013). teachers should use methods that are considered effective enough to reach the needs of all students regardless of their background. one of the learning models that can be used is a problem-based learning model. teachers are now using methods that they feel are feasible will meet all the individual needs of students regardless of the student's background (bada, 2022). the use of the right learning model can help the effectiveness of the learning process (budiarti, 2022). today, this problem-based learning model is starting to be adopted., because this model uses authentic problems and is around students to conduct investigations and inquiries. one type of problem-based learning model that can increase students' activeness and critical and creative thinking skills is the cps learning model. the cps learning model is a learning model that focuses on learning problem solving skills (hamzah, 2011). in using this model students are required to be able to solve problems by selecting and developing responses, not only by memorizing without thinking, but solving problems by expanding the thinking process. this learning model is considered capable of improving students' critical and creative thinking skills (udiyah, 2017). this is because in the learning process it involves students who think critically about a problem and think creatively about each assignment that has been given to students. so that this research is needed to find out whether the cps learning model is effective in improving students' critical and creative thinking skills. method the type of this research is quasi-experimental with non equivalent control group design as the design. this design is to measure in two classes, with one class receiving x treatment using the cps learning model and the other class not receiving this treatment. both classes were given pre-test and post-test. the research design can be seen in table 1. table 1. non equivalent control group design class pretest treatment posttest control √ √ experiment √ x √ information x: treatment in the learning process this research was conducted at mts negeri 1 temanggung, having its address at mandisari, parakan, temanggung regency, central java, 56254. the population used in this study was class viii students in even semesters. the technique used in this research is purposive sampling technique . the samples taken were two classes, 1 as the control class, namely class viii a, which consisted of 32 children, and the experimental class, namely class viii b, which consisted of 34 children. the steps of data collection include (1) the documentation method used to obtain data regarding the total population and sample, sample members, the value of sample members, and documentation during research activities, (2) the test method, to determine students' critical thinking skills after giving the material using cps model with pre-test and post-test using essay questions of 10 questions that have previously been tested for validity, reliability, difficulty, and discriminating power, (3) a questionnaire, the questionnaire in this study was to determine the fahrisa, n. et al. / journal of environmental and science education 2 (2) 2022 100 response to the effectiveness of using the cps learning model in learning. the questionnaire sheet was consulted with the supervising lecturer. result and discussion test for increasing students' critical thinking ability the results of the research on students ' critical thinking skills were measured using the pretest and posttest scores . the results of the pretest and posttest scores were then analyzed for the normality test which was used to determine whether or not the distribution of the test list obtained from the study was normal. the analysis used in this study uses the chi square test , the results of the normality test are from table 2. table 2. pretest and posttest normality test results treatment x 2 count x 2 tables information pretest 10,13 15.51 data is normally distributed posttest 11.85 the calculation results show that both the control class and the experimental class show data that are normally distributed so that the hypothesis calculation uses t-test test . the results obtained from the test on the students' pretest and posttest scores show the results that can be seen in table 3. table 3. results of t-test for improving students' critical thinking ability class t count t table information control 4.01 1.99 h 0 is rejected, t count is higher than t table experime nt 10.29 the results of the analysis in table 3. show that the value of t arithmetic is higher than t table so that there is an increase in students' critical thinking skills between before and after treatment. test for increasing students' creative thinking ability improving students' creative thinking skills can be seen from the student worksheet scores and mind mapping . the results of the assignment scores were then analyzed for the normality test which was used to determine whether or not the distribution of the test list obtained from the study was normal. the analysis used in this study uses the chi square test , the results of the normality test can be seen in table 4. table 4. task normality test results and mind mapping treatmen t x 2 count x 2 tables information task 7.91 7.81 data is normally distributed mind mapping 1.31 the calculation results show that both the control class and the experimental class show data that are normally distributed, so that the hypothesis calculation uses the one tail t-test test . calculation results the results obtained from the test on the task scores and students' minds show the results that can be seen in table 5. table 5. t-test results for improving students' creative thinking ability class t calculate stud ent wor kshe et t count mind mapping t tabl e informati on control 5.03 5 6,428 1. 09 7 h 0 is rejected, t count is higher than t table experim ent 10,0 41 6,240 the results of the analysis in table 5. show that the value of t arithmetic is higher than t table so that there is an increase in students' critical thinking skills between before and after treatment. students' creative thinking ability was also measured using observation sheets taken by two observers at each meeting. the indicators that are used as guidelines on the observation sheet consist of 4 indicators which are described in 10 sub-indicators, namely generating many answer ideas to solve problems/questions smoothly, providing many ways or suggestions for doing various things, producing varied answers or questions, being able to see a problem from a different point of view, looking for many alternatives or different directions, able to change the way of approach or thinking, able to produce new and unique expressions, able to make unusual combinations of parts or elements of the material, able to enrich and develop an idea or product, and adding or detailing the details of an fahrisa, n. et al. / journal of environmental and science education 2 (2) 2022 101 object, idea or situation to make it more interesting. the percentage of achievement scores for each sub-indicator between the experimental class and the control class at the first meeting is presented in figure 1. figure 1. presentation of the observation results of creative thinking ability meeting 1 at the first meeting, it was stated that the experimental class had 9 good sub-indicators and 1 good enough sub-indicator, while the control class had 9 fairly good sub-indicators and 1 bad sub-indicator. the percentage of achievement of each indicator of the results of observing students' creative thinking abilities at the second meeting can be seen in figure 2. figure 2. presentation of the observation results of creative thinking ability meeting 2 at the second meeting, it was stated that the experimental class had 9 good sub-indicators and 1 good enough sub-indicator, while the control class had 6 good sub-indicators and 4 good enough sub-indicators. the percentage of achievement of each indicator of the results of observing students' creative thinking abilities at the third meeting can be seen in figure 3. figure 3. presentation of the observation results of creative thinking ability meeting 3 at the third meeting, it was stated that the experimental class had 8 very good subindicators and 2 good sub-indicators, while the control class had 2 very good sub-indicators and 8 good sub-indicators. student response questionnaire test response questionnaire data analysis was used to collect student responses to the use of the cps in science learning on the human digestive system material. the response questionnaire was given at the last meeting, namely the 5th meeting, after students finished working on the posttest questions with the results of the student response questionnaire analysis as shown in figure 4. 0 10 20 30 40 50 60 70 in d ic a to r 1 in d ic a to r 2 in d ic a to r 3 in d ic a to r 4 in d ic a to r 5 in d ic a to r 6 in d ic a to r 7 in d ic a to r 8 in d ic a to r 9 in d ic a to r 1 0 exsperiment control 0 10 20 30 40 50 60 70 80 eksperiment control 0 10 20 30 40 50 60 70 80 90 100 in d ic a to r 1 in d ic a to r 2 in d ic a to r 3 in d ic a to r 4 in d ic a to r 5 in d ic a to r 6 in d ic a to r 7 in d ic a to r 8 in d ic a to r 9 in d ic a to r 1 0 eksperiment control fahrisa, n. et al. / journal of environmental and science education 2 (2) 2022 102 figure 4. results of teacher and student responses to science learning using the cps learning model while the average value of the questionnaire responses obtained was 84.7% with a very good category. the effectiveness of creative problem solving models to improve students' critical thinking ability critical thinking ability is an ability that can be trained, so that this ability can be learned . wahyuni (2021) said that critical thinking skills are students' cognitive skills that can be developed by integrating several subjects. critical thinking skills can be improved by developing learning models, one of which is creative problem solving. according to fisher in fatimah (2020), so far the teaching that has been applied only teaches the content of the subject matter and puts aside the ability to think, even though thinking skills really need to be taught. morison et al in fatimah (2014) reveal that there are five criteria for essay questions that are used to measure students' critical thinking skills, namely each answer choice contains clear information, requires more than one scientific concept to answer the question, has a high level of discriminating power, the percentage of cognitive questions is mostly in the form of applications . critical thinking ability in this study was measured using pretest and posttest questions conducted in the control class and experimental class to measure students' critical thinking skills. the research process was carried out with a nonequivalent control group design research design . the researcher gave treatment to the experimental class in the form of using the cps learning model while for the control class the researcher used a conventional model. before learning science on the material of the digestive system in humans, students were given pretest questions to determine the initial score of students and at the end of treatment students were given posttest questions . observations were carried out for 5 meetings by two observers. there are 10 essay questions with the 5 criteria mentioned earlier. the results of data analysis of the cps model are effective for improving students' critical thinking skills, which are marked by an increase in the average pretest and posttest scores of the control class and experimental class. it can also be seen from the results of the t-test which can be seen in table 4.1 where the t count of the control class is higher than the t count of the experimental class, but both the control class and the experimental class have a t count greater than the t table . this is what causes this learning model to be effective for improving students' critical thinking skills. the cause of the control class t count is lower than the experimental class t count because some students did not experience an increase or even decrease in posttest scores . the effectiveness of creative problem solving models to improve students' creative thinking ability creative thinking skills are able to make students develop their thinking to see problems from various perspectives (septian, 2020). creative thinking skills are needed in science learning. learning and proof can be done if students have creative thinking skills. in this study, to measure the increase in students' creative thinking skills using the scores from the student worksheet and also the value of mind mapping . the student worksheet sheet is composed of 4 indicators, namely, fluency (fluency), flexibility (flexible thinking), originalty (original thinking), elaboration (elaboration). this indicator is also used as an indicator for mind mapping assessment . there are 3 lds/lks scores obtained from each student which is then calculated on the average of each value. this average value is used for the one tail t-test test, which is also carried out on the mind mapping score the results of the data analysis of the cps model are effective for improving students' creative thinking skills which are indicated by the tcount results of the student worksheet scores and the mind mapping is higher than the ttable value. it can also be seen from the results of the t-test which can be seen in table 4.2 where the tcount student worksheet of the control class is lower than the tcount of student worksheet of the experimental class. the tcount value of the control class mind mapping is higher than the tcount value of mind mapping, but both tcount student worksheet and mind mapping of both classes is greater than t very good 60% good 40% fahrisa, n. et al. / journal of environmental and science education 2 (2) 2022 103 table. from the data obtained, the average value of the student worksheet in the experimental class is 85.82, which is higher than the control class, which is 80.59. while the average value of mind mapping in the control class is 81.84, which is higher than the experimental class, which is 79.38. this is because in the experimental class students become more active when given treatment , in contrast to the control class which tends to be more shy during learning so that the experimental class has a higher student worksheet score. the difference in the average value of mind mapping occurred because several groups from the experimental class were late in submitting the mind mapping and according to the collective agreement when they were late in collecting the mind mapping , the group received a penalty in the form of a reduction in grades. but even so, both the control class and the experimental class collected all the assignments that had been given. the difference is quite high in the student worksheet scores between the control class and the experimental class because there are 5 students from 32 control class students who still have an average score below the kkm value that has been determined by the school. however, both the control class and the experimental class for the average value of student worksheet and the average value of mind mapping have exceeded the kkm value that has been determined by the school. kkm is not achieved because students are not present during the learning process. therefore, the average score of students has not been able to reach the kkm. in addition, students are also reluctant to ask the teacher for assignments so they cannot catch up with other students' grades. however, the final result of the class average has a good score. from the observations obtained, it is shown that the experimental class has a better achievement value in each meeting than the control class. this is also seen when students in the experimental class are more active than students in the control class. besides, the curiosity of the experimental class is higher than the control class. students in the experimental class were also more active during a question and answer session and answered with more varied answers. in contrast to the control class, where students tend to be more passive and only listen to what the teacher explains. student responses to learning using the creative problem solving model student responses regarding the learning process using the creative problem solving model are needed to find out whether the creative problem solving learning model is effective or not to improve students' critical and creative thinking skills on the material of the human digestive system. student responses were carried out on the experimental class. the assessment aspect for student responses to this learning model consists of 10 statements, with the response scale for positive statements being 4 with strongly agree; 3 agree; 2 disagree; 1 strongly disagree and for negative statements is 4 strongly disagree; 3 disagree; 2 agree and 1 strongly agree. questionnaire of students' responses to the creative problem solving learning process to improve students' critical and creative thinking skills on the material of the human digestive system. the results of the student response questionnaire data analysis showed that students gave a positive response to the learning process by using the creative problem solving model on the human digestive system material. this can be seen from the percentage of each statement stating very good and good. this positive response arises from new knowledge and experiences that have never been obtained before. in this study, there were 67.6% of the total experimental class students who gave a positive response to this study. this shows that the creative problem solving learning model on the human digestive system material that has been carried out states that based on the questionnaire responses, the students overall stated a positive response to the application of the creative problem solving learning model that was considered effective for improving students' critical and creative thinking skills. conclusion based on the results of research and data analysis that has been carried out, it can be concluded that the cps learning model is effective for improving students' critical thinking skills with the t-test results on the pretest and posttest scores of the experimental class 3.63, where the t -test results the test is higher than t table which is 1.99 . the cps learning model is also effective for improving students' creative thinking skills with the t-test results in the experimental class of fahrisa, n. et al. / journal of environmental and science education 2 (2) 2022 104 10,041 (for student worksheet scores) and 6,240 (for mind mapping scores ). treatment also has a positive impact on students such as making it easier to understand the human digestive system material and training students in solving problems. references afandi, m., e. chamalah, & op wardani. 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(2010). humanization of education . jakarta: earth literacy 1 jese 2 (1) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese land cover mapping in lake rawa pening using landsat 9 imagery and google earth engine trida ridho fariz1*, sapta suhardono2, habil sultan1, dwi rahmawati1, erma zakiy arifah1 1environmental science, faculty of mathematics and natural sciences, universitas negeri semarang, semarang, indonesia 50229 2center for space and remote sensing research (csrsr), national central university, taiwan doi: https://doi.org/10.15294/jese.v2i1.55851 article info ________________ received 31 march 2022 accepted 22 april 2021 published 26 april 2021 ________________ keywords: land cover, google earth engine, machine learning, landsat 9 ____________________ *corresponding author: trida ridho fariz universitas negeri semarang e-mail: trida.ridho.fariz@mail.unnes.ac.id abstract lake rawa pening, in semarang regency, is one of the super lakes of revitalization priority. lake revitalization is an activity to restore the natural function of the lake as a water reservoir through lake dredging, cleaning of invasive alien plants, and land use planning. this makes land use and land cover information in lake rawa pening useful for formulating policy strategies related to revitalization. this study will discuss land cover mapping in lake rawa pening. mapping using landsat 9 imagery and machine learning on google earth engine (gee). machine learning used in this study is cart (classification and regression tree) and rf (random forest). the research result shows that the land cover map with the best accuracy is obtained from machine learning rf with an overall accuracy of around 0.78, while cart machine learning is approximately 0.76. the overall accuracy values for cart and rf are not much different because they are both decision treebased machine learning. this research needs to be developed using cloud masking, comparing image transformations, and comparing its predecessor data, namely landsat 8. this is useful for providing representative land cover data as the basis for the policy of revitalizing lake rawa pening. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 mailto:trida.ridho.fariz@mail.unnes.ac.id fariz, t.r. et al. / journal of environmental and science education 2 (2) 2022 2 introduction lake is a large natural water bodies surrounded by land. indonesia has 840 large lakes and 735 small lakes (haryani, 2013). among these lakes, there are several lakes that have severe environmental damage that need to be revitalized. lake rawa pening, in semarang regency is one of the super priority lakes handled by the kementerian pekerjaan umum dan perumahan rakyat (indonesian ministry of public works and housing) along with 5 other lakes. the revitalization of lake rawapening with lake toba, lake tondano, lake limboto, lake tempe and lake maninjau has been carried out in 2020 and will continue in 2021 (tri, 2021). lake revitalization is an activity to restore the natural function of the lake as a water reservoir through lake dredging, cleaning of invasive alien plants, making embankments and land use planning in watershed areas (gobel & koton, 2017; mahmud et al, 2020; suawa et al, 2021). information on land use and land cover in lake rawa pening is useful for formulating policy strategies related to revitalization. this is because land cover change affects the water quality of lake rawa pening such as sedimentation (apriliyana, 2015; soewandita, 2017; sanjoto et al, 2020). land cover information can be extracted from satellite imagery by analytical techniques such as visual interpretation or digital interpretation. one platform that provides satellite imagery data and data processing is google earth engine (gee). gee is a geo big data application which has access to large data and cloud-based data processing, so that data processing can be carried out without a super computer (tamiminia et al, 2020, fariz & nurhidayati, 2020). gee also provides machine learning that facilitates data processing such as random forest (rf), classification and regression tree (cart) and so on (arjasakusuma et al, 2020; fariz et al, 2021). therefore, this study discusses land cover mapping in lake rawa pening using machine learning in gee. for satellite imagery, the latest data release is landsat 9 satellite imagery. the use of landsat 9 satellite imagery distinguishes it from previous studies such as hardini et al (2012), heriza et al (2015) and bangun et al (2021). method this study is more precisely located in the rawa pening catchment area, where the area is an upstream part of the rawapening watershed sub-watershed. administratively, the rawapening catchment area is in semarang regency, central java province, indonesia (figure 1). geomorphologically, rawa pening is surrounded by mountains that function as water catchments area (sanjoto et al, 2020). figure 1. study location in map data collection and analysis uses the gee platform via the code.earthengine.google.com page. the dataset used is usgs landsat 9 level 2, collection 2, tier 1 recording march 2022.this dataset contains atmospherically corrected surface reflectance from the data produced by the landsat 9 oli/tirs sensors. the bands used are bands 1 to 7 which have the highest accuracy compared to the combination of all bands in the landsat image (yu et al, 2019; fariz & nurhidayati, 2020). the next stage is supervised classification using machine learning. machine learning that is compared in this study is rf and cart. the land cover mapped in this study only consists of 6 classes, namely water bodies, forest and agroforestry areas, agricultural areas, open fields, built up and cloud cover. to support the supervised classification process using machine learning, several training samples are needed. the training sample used in this study is 300 fariz, t.r. et al. / journal of environmental and science education 2 (2) 2022 3 points. in addition to the classification sample, a test sample was also taken which was used to test the accuracy of the classification results. the number of test sample points in this study is 180 points. result and discussion the land cover mapping process using gee is very rapid because it does not require data download and cloud-based data processing. based on the supervised classification results which is then performed an interpretation accuracy test shows that the land cover in the rawa pening’s water catchment area was classified into 6 (six) land cover classes consisting of water bodies, forest and agroforestry area, agricultural area, open field, built up and cloud cover. cloud cover is included in the land cover classes because the date of imagery acquisition is during the rainy season with lots of cloud cover. after the land cover classes are determined, the next step is collecting training samples for each land cover class and selecting a machine learning algorithm. the configuration for each machine learning in this study is presented in table 1. tabel 1. configuration for each machine learning in this study machine learning expression cart ee.classifier.smilecart(6, 1) random forest ee.classifier.smilerandomforest(10, null, 1, 0.5, null, 0) the accuracy test result shows that the land cover map with the best accuracy is obtained from machine learning rf with an overall accuracy of around 0.78, while cart machine learning is approximately 0.76. the overall accuracy values for cart and rf are not much different because they are both decision treebased machine learning. this decision tree is similar to the way humans determine a decision, where there is a split process in determining information (patel & prajapati, 2018). the decision tree on land cover mapping is made using a splitting class based on the reflectance value of the satellite image (awaliyan & sulistioadi, 2018). therefore, the accuracy of mapping using machine learning can increase if more input data is used (arjasakusuma et al., 2021). farda’s research in 2017 became an excellent example because it uses many input data. the use of a lot of input data can be a solution from the mapping results in this study, namely by adding image transformations such as ndvi and ndwi (loukika et al, 2021). the classification results have accuracy above 0.70, but there are still misclassifications, such as forest classified as water bodies (figure 2). future work: land cover mapping in rawa pening misclassification of mapping results in this study is probably due to data quality factors. the quality of the data is the presence of clouds and cloud shadows, limiting the use of the obtained images and misclassification (kalkan & maktav, 2018). in our opinion, that is the cause of the emergence of misclassification of objects into water bodies or forest objects. the solution to that problem is using cloud masking with multitemporal approaches (mateo-garcía et al., 2018). fariz, t.r. et al. / journal of environmental and science education 2 (2) 2022 4 figure 2. land cover mapping results based on rf figure 3. comparison of lake rawa pening from landsat 8 and landsat 9 the use of landsat 9 in this study was also not fully explored, such as comparing band combinations or image transformations. this study needs to be developed by comparing band combinations or image transformations and corresponding with the previous dataset, namely landsat 8. landsat 9 carries the same instruments as the landsat 8 satellite but with some improvement, namely a slightly better signal-to-noise ratio than landsat 8 (usgs, 2022). there are differences in appearance between landsat 8 and landsat 9, where landsat 9 imagery looks clearer (figure 3). this study helps provide representative land cover data as the basis for the policy of revitalizing lake rawa pening. conclusion machine learning in gee is very helpful in land cover rapid mapping, the highest accuracy for land cover mapping in lake rawa pening is fariz, t.r. et al. / journal of environmental and science education 2 (2) 2022 5 rf (78% overall accuracy). cart also has an overall accuracy not much different from rf, although the two mapping results still have misclassifications. this research needs to be developed using cloud masking, comparing image transformations and comparing its predecessor data, namely landsat 8. this is useful for providing representative land cover data as the basis for the policy of revitalizing lake rawa pening. references aprilliyana, d. (2015). pengaruh perubahan penggunaan lahan sub das rawapening terhadap erosi dan sedimentasi danau rawapening. jurnal pembangunan wilayah dan kota, 11(1), 103-116. arjasakusuma, s., kusuma, s. s., saringatin, s., wicaksono, p., mutaqin, b. w., & rafif, r. (2021). shoreline dynamics in east java province, indonesia, from 2000 to 2019 using multi-sensor remote sensing data. land, 10(2), 100. arjasakusuma, s., swahyu kusuma, s., rafif, r., saringatin, s., & wicaksono, p. (2020). combination of landsat 8 oli and sentinel1 sar time-series data for mapping paddy fields in parts of west and central java provinces, indonesia. isprs international journal of geo-information, 9(11), 663. awaliyan, m. r., & sulistioadi, y. b. (2018). klasifikasi penutupan lahan pada citra satelit sentinel-2a dengan metode tree algorithm. ulin: jurnal hutan tropis, 2(2). bangun, y., simanjuntak, b. h., & sutrisno, a. j. analisis perubahan penggunaan lahan sawah dari tahun 2008–2018. lageografia, 19(3), 302-315. farda, n. m. (2017). multi-temporal land use mapping of coastal wetlands area using machine learning in google earth engine. iop conference series: earth and environmental science (vol. 98, no. 1, p. 012042). iop publishing. fariz, t. r., & nurhidayati, e. (2020). mapping land coverage in the kapuas watershed using machine learning in google earth engine. journal of applied geospatial information, 4(2), 390-395. fariz, t. r., daeni, f., & sultan, h. (2021). pemetaan perubahan penutup lahan di sub-das kreo menggunakan machine learning pada google earth engine. jurnal sumberdaya alam dan lingkungan, 8(2), 8592. gobel, e. z., & koton, y. p. (2017). pengelolaan danau limboto dalam perspektif implementasi kebijakan publik. deepublish hardini, a. r., helmi, m., & sasmito, b. (2012). analisa spasial dinamika morfometri waduk menggunakan data satelit multi temporal di waduk rawa pening provinsi jawa tengah. jurnal geodesi undip, 1(1). haryani, g. s. (2013). kondisi danau di indonesia dan strategi pengelolaannya. prosiding pertemuan ilmiah tahunan mli i, 2, 1–19. heriza, d., sukmono, a., & bashit, n. (2018). analisis perubahan kualitas perairan danau rawa pening periode 2013, 2015 dan 2017 dengan menggunakan data citra landsat 8 multitemporal. jurnal geodesi undip, 7(1), 79-89. kalkan, k., & maktav, m. d. (2018). a cloud removal algorithm to generate cloud and cloud shadow free images using information cloning. journal of the indian society of remote sensing, 46(8), 1255-1264. loukika, k. n., keesara, v. r., & sridhar, v. (2021). analysis of land use and land cover using machine learning algorithms on google earth engine for munneru river basin, india. sustainability, 13(24), 13758. mahmud, s. l., achmad, n., & panigoro, h. s. (2020). revitalisasi danau limboto dengan pengerukan endapan di danau: pemodelan, analisis, dan simulasinya. jambura journal of biomathematics (jjbm), 1(1), 31-40. patel, h. h., prajapati, p. (2018). study and analysis of decision tree based classification algorithms. international journal of computer sciences and engineering, 6(10), 74-78. sanjoto, t. b., sidiq, w. a. b. n., & nugraha, s. b. (2020). land cover change analysis to sedimentation rate of rawapening lake. geomate journal, 18(70), 294-301. soewandita, h. (2017). studi ekologi lahan koridor sungai dan status kualitas penggunaan lahan di wilayah das rawapening. jurnal alami: jurnal teknologi reduksi risiko bencana, 1(1), 33-42. suawa, p. j., pioh, n. r., & waworundeng, w. (2021). manajemen pengelolaan dana revitalisasi danau tondano oleh pemerintah kabupaten minahasa (studi fariz, t.r. et al. / journal of environmental and science education 2 (2) 2022 6 kasus di balai wilayah sungai sulawesi). governance, 1(2). tamiminia, h., salehi, b., mahdianpari, m., quackenbush, l., adeli, s., & brisco, b. (2020). google earth engine for geo-big data applications: a meta-analysis and systematic review. isprs journal of photogrammetry and remote sensing, 164, 152-170 tri, t. 2021. kembalikan fungsi tampungan air, kementerian pupr lanjutkan penanganan 8 danau kritis di indonesia. accessed from pu.go.id. usgs. (2022). what sensors does the landsat 9 satellite carry? accessed from yu, z., di, l., yang, r., tang, j., lin, l., zhang, c., ... & sun, z. (2019). selection of landsat 8 oli band combinations for land use and land cover classification. in 2019 8th international conference on agrogeoinformatics (agro-geoinformatics) (pp. 15). ieee 92 jese 2 (2) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese effectiveness of demonstration-brainstorming on student’s performance in agricultural science abdullahi hussein ahmed*, oba abdulkadir ibrahim, suleiman a department of vocational and technical education, ahmadu bello university, zaria, nigeria doi: https://doi.org/10.15294/jese.v2i2.57991 article info ________________ received 24 june 2022 accepted 15 august 2022 published 26 september 2022 ________________ keywords: brainstorming method, demonstration method, academic performance ____________________ *corresponding author: abdullahi hussein ahmed ahmadu bello university, zaria, nigeria e-mail: charanchyhussy@gmail.com abstract this study examined the comparative effects of demonstration and brainstorming methods on students’ performance in agricultural science in zamfara state, nigeria. pre-test post-test quasi experimental design was adopted for the study. the population of the study consisted of 12770 ssii agricultural science students during 2017/2018 academic session in zamfara state. a sample of 80 students (40 males and 40 females) was used as an intact class. data was collected using a multiple-choice test consisting of 30-items developed by the researchers. data collected was analysed using descriptive statistics in form of mean and standard deviation while the null hypotheses were tested using t-test analysis. the study results indicated that, there is no significant difference in the academic performance of male and female agricultural science students using demonstration method. but male students performed significantly better than their female counterparts in brainstorming method. yet, both groups of the students significantly did better in demonstration method than in brainstorming method. the study recommends among others that, agricultural science teachers should always make use of demonstration in teaching agricultural science while governments through ministries of education should provide schools with necessary facilities needed for effective demonstration. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 mailto:charanchyhussy@gmail.com abdullahi, a. h. et al. / journal of environmental and science education 2 (2) 2022 93 introduction education is considered the first step for every human activity as it plays a vital role in the development of human capital as well as an individual’s well-being and opportunities for better living. education is the process of developing the capacities and potentials of the individual so as to prepare that individual to be successful in a specific society or culture (centre for educational research and innovation (oecd), 2016). quality education is judge by academic performance which has become the key factor for personal progress. no wonder parents and other stakeholders in education desire that students climb the highest level of academic attainment. this desire for high level of performance puts a lot of pressure on students, teachers, parents, schools and in general the education system itself (adekoya and olatoye, 2011). in fact, it appears as if the whole system of education revolves round the academic performance of students, though various other outcomes are also expected from the system (umar, et al., 2015). thus, a lot of time and effort of the schools are used for helping students to achieve better in their scholastic endeavours which has raised important questions for educational researchers (lamas, 2015). academic performance is a major issue to teachers, students, parents and guardians as well as other stakeholders in the education industry. this concern cuts across all school subjects and all levels in the education system including primary, secondary and tertiary. a high academic performance for any class of students is an indication of teaching/learning effectiveness, while poor academic achievement on the other hand, is an indication that the teaching/learning process is less effective (cavilla, 2017). there is, therefore, the need to discover factors that can affect the academic achievement of students in generally and in particular those in agricultural science. one of the factors considered having effects on students’ academic performance in agricultural science according to adekoya and olatoye (2011) is the use of instructional methods by teachers. among such instructional methods are the demonstration and brainstorming methods. demonstration method implies how to do something. it entails the use of actual tools, machines and materials. the demonstration method allows students to see what is being taught, often in a step-by-step approach. it promotes peer learning, creates synergy and critical thinking (daluba, 2013). brainstorming method on the other hand is a method that involves group creativity by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members (almutairi, 2015). in other words, brainstorming is a situation where a group of people meet to generate new ideas and solutions around a specific domain of interest by removing inhibitions. in this method, students are able to think more freely and suggest many spontaneous new ideas as possible. all the ideas are noted down and after brainstorming session the ideas are then evaluated. quite remarkably however, irregular academic performance among students is fundamentally linked to gender differences due to the application of ineffective teaching methods by teachers (ali, 2013) substantial research on the effectiveness of teaching methods indicates that the quality of teaching is often reflected by the achievements of learners using a number of teaching methods (jacob, et al., 2016). this study intends to examine the effects of demonstration and brainstorming methods on the academic performance of male and female students in agricultural science. poor academic performance among secondary school students especially in agricultural science has become worrisome. gender issue and academic performance has become a major topic among educators and researchers in number of forums. although the literacy rate is more among the boys than girls, it is quite interesting to observe that girls are securing better ranks than boys in almost all competitive examinations (bilal, 2012). the problem of students’ under-performance in secondary schools in nigeria has been a muchdiscussed educational issue. in solving any problem however, it is pertinent to understand the causes of such problems. many causes or agents have been studied as the etiological starting point for investigating the phenomena of school failure or success. these causes are looked into from several perspectives including the role of the students, teachers, parents or family, school environment, society and government. notable works on methodology adopted by teachers include that of ochogba et al. (2019) who studied the effect of demonstration method on students’ academic performance in basic technology in secondary schools in rivers state, nigeria, who concluded that students taught with demonstration method performed better than abdullahi, a. h. et al. / journal of environmental and science education 2 (2) 2022 94 those taught with the conventional lecture method. yunus and veli (2021) agreed that brainstorming technique provides suitable premises for creative learning, which, in turn, has an impact on academic achievement as well. this study is set out to determine the academic performance of male and female students in agricultural science using demonstration and brainstorming methods. the major objective of this study is to assess the academic performance of male and female students in agricultural science students in demonstration and brainstorming methods in a randomly selected senior secondary school in zamfara state. the specific objectives of this study include to: a. determine the difference in the academic performance of male and female students in agricultural science students taught using demonstration method. b. determine the difference in the academic performance of male and female students in agricultural science taught using brainstorming method. c. compare the academic performance of students in agricultural science taught using demonstration and brainstorming methods. in line with each specific objective the following research questions were asked and answered. a. what is the difference in the academic performance of male and female students in agricultural science taught using demonstration method? b. what is the difference in the academic performance of male and female students in agricultural science taught using brainstorming method? c. what is the difference in the academic performance of students in agricultural science in demonstration and brainstorming methods? the following null hypotheses were formulated and tested at 5% level of significance. a. there is no significant difference between the academic performance of male and female students in agricultural science taught using demonstration method. b. there is no significant difference between the academic performance of male and female students in agricultural science taught using brainstorming method. c. there is no significant difference in the academic performance of students in agricultural science in demonstration and brainstorming methods. method pre-test post-test quasi experimental design was adopted for the study. this design was suitable for this research as it allows the researchers to collect relevant data on students’ academic performance using an intact classes. the population of the study consisted of ssii agricultural science students in the 2017/2018 academic session in zamfara state. a sample size of an intact class of an agricultural science class of 80 students was used into two intact classes. these students were divided into two groups (a and b). group a comprised of 40 students who were taught using demonstration method and also group b comprised of 40 students who were taught using brainstorming method. the students were taught crop classification and distribution for a period of four weeks. data was collected using a multiple-choice test questions consisting of 30-items developed by the researchers which was validated by senior colleagues in the field of agriculture and measurement and evaluation. pre-test was given to the students prior the commencement of the experiment to test their initial equivalence. after the treatment was given, post-test was administered to the students in the last week of the exercise. data was analysed using descriptive statistics in the form of mean and standard deviation while, t-test analysis was employed to test the null hypotheses stated for the study at 5% level of significance. a hypothesis was rejected when t-calculated was greater or equals to t-critical (t-cal ≥ t-crit.) but accepted when tcalculated was less than the t-critical (t-cal < t-crit.). result and discussion study result in table 1 indicated that, male students performed better when taught using demonstration method with a mean score of 76.00 than their female counterparts who were also taught using demonstration with a score of 70.00. however, both male and female students had an average score grades of a representing a distinction level of academic performance according to the nigerian secondary school grading system. table 1. mean distribution of male and female students’ academic performance in agricultural science taught using demonstration method group gender n x sd demonstration male 20 76.00 5.3 demonstration female 20 70.00 4.6 yet, result of t-test analysis in table 2 showed that, there is no significant difference in the academic performance of male and female students in demonstration method. this is abdullahi, a. h. et al. / journal of environmental and science education 2 (2) 2022 95 because the t-calculated (1.80) was less than tcritical (2.00) at 5% level of significant. the null hypothesis which states that, there is no significant difference in the academic performance of male and female agricultural science students taught using demonstration method was accepted. table 2. t-test analysis showing difference in the academic performance of male and female students in agricultural science taught using demonstration method the study results presented on the specific objective one above is in line with the work of adekoya and olatoye (2011) who found that, there is no significant difference between the academic performance of male and female students in demonstration method. elvis (2013) also reported that, the academic performance of male and female agricultural science students in questioning method was statistically the same. this is to say that teaching agricultural science in secondary schools using demonstration method is not gender biased, hence can be used to improve the psychomotor skills of all category of students. the study result on specific objective two indicated that, male students performed better than female students when taught using brainstorming method with an average score of 69.00 while their female counterparts scored an average of 60.00 (table 3). table 3. mean distribution of male and female students’ academic performance in agricultural science taught using brainstorming method group gender n mean sd brainstorming male 20 69.00 4.8 brainstorming female 20 60.00 4.3 similarly, result in table 4 indicated that, male students performed significantly better than their female counterparts when taught using brainstorming method. this was revealed by the t-test analysis in which the t-calculated was 2.10 being greater than the t-critical (2.00) (table 4), hence, the null hypothesis was rejected. the findings above agree with that of ali (2013) who stated that, male students outperformed their female counterparts in discovery method. table 4. t-test analysis showing difference in the academic performance of male and female students in agricultural science taught using brainstorming method group gender n x sd df t-cal. t-crit. sig brainstorming male 20 69.00 4.8 38 2.10 1.96 0.001 brainstorming female 20 60.00 4.3 results in table 5 and 6 were used to achieve specific objective three which showed that, students taught using demonstration method performed better than those taught using brainstorming method. this was revealed by the average scores of the students in demonstration (73.00) and brainstorming (65.00) groups with an average grade of a b respectively. group gender n x sd df t-cal. t-crit. sig demonstration male 20 76.00 5.3 38 1.80 2.00 0.00 demonstration female 20 70.00 4.6 abdullahi, a. h. et al. / journal of environmental and science education 2 (2) 2022 96 table 5.mean distribution of students’ academic performance in agricultural science taught using demonstration and brainstorming methods group n mean sd demonstration 40 73.00 5.8 brainstorming 40 65.00 5.4 also, table 6 presents t-test analysis of the difference in the academic performance of agricultural science students in demonstration and brainstorming methods. the study result confirmed that, agricultural science students performed significantly better taught using demonstration method than using brainstorming method. this is because; t-calculated (2.08) was greater than t-critical (2.00) at 5% level of significance. the null hypothesis which states that, there is no significant difference in the academic performance of agricultural science students in demonstration and brainstorming methods was rejected. table 6. t-test analysis showing difference in students’ academic performance in agricultural science taught using demonstration and brainstorming methods the finding above is in line with the finding of abdulahi, (2017) who reported that, agricultural science students performed better in demonstration method than in discussion method when taught agricultural science in secondary schools. jacob, linus and murna (2016) further found that, agricultural science students performed significantly better in demonstration than peer-tutoring and discovery methods. conclusion two methods (demonstration and brainstorming) positively enhanced students’ academic performance in agricultural science, however, demonstration method is a symbolic representation of students’ processes to organize knowledge, skills into cognitive, affective and psychomotor domains of learning agricultural science. this is because demonstration method proved a better technique to help students’ understanding concepts, how they interconnect learning processes, and develop skills. thus, can serve as potential to awaken and sustains students’ interest in practical and application skills for active participation in agricultural production. references abdulahi, l. m. (2017). level of retention of agricultural science knowledge in secondary school students in nigeria. international journal of agricultural sciences, 7(2), 1258-1264 adekoya, y. m. & olatoye, r. a. (2011). “effect of demonstration, peer-tutoring, and lecture teaching strategies on senior secondary school students‟ achievement in an aspect of agricultural science”. pacific journal of science and technology, 12(1), 320-332. ali, s. (2013). factors affecting academic achievement of students. american journal of educational research, 1 (8), 283-289. almutairi, a. n. (2015). the effect of using brainstorming strategy in developing creative problem-solving skills among male students in kuwait: a field study on saud al-kharji school in kuwait city. journal of education and practice, 6(3), 136-145. al-khatib, b. a. (2012). the effect of using brainstorming strategy in developing creative problem-solving skills among female students in princess alia university college. american international journal of contemporary research. 2(10), 20-30 cavilla, d. (2017). the effects of student reflection on academic performance and motivation. special collection—student diversity, 1–13. centre for educational research and innovation (oecd) (2016). innovating education and group n x sd df t-cal. t-crit. sig demonstration 40 73.00 5.8 78 2.08 2.00 0.002 brainstorming 40 65.00 5.4 abdullahi, a. h. et al. / journal of environmental and science education 2 (2) 2022 97 educating for innovation: the power of digital technologies and skills, oecd publishing, paris. daluba, n. e. (2013). effect of demonstration method of teaching on students’ achievement in agricultural science. world journal of education, 3 (6), 1-7. elvis m. g. (2013). teaching methods and students’ academic performance. international journal of humanities and social science invention, 2(9), 19 – 32. jacob f., linus k. s. & murna d. i. (2016). effect of brainstorming learning strategy on junior secondary school students’ academic achievement in social studies in yola educational zone, adamawa state, nigeria. international journal of aggressive sciences and technologies, 3(3), 43-51. lamas, h. (2015). school performance. propósitos representaciones, 3(1), 313-326. ochogba, c. o., ogide, c. j. & ogide, c. g. (2019). effect of demonstration method on students’ academic performance in basic technology in secondary schools in ogba/egbema/ndoni local government area, rivers state, nigeria. umar g., yagana w. s. b., hajja k. a. & mohammed w. b. (2015). gender difference in students’ academic performance in colleges of education in borno state, nigeria: implications for counselling. journal of education and practice. 6(32). yunus d. & veli b. (2021). view of revisiting brainstorming within an educational context: a meta-thematic analysis. journal of learning for development. 64 jese 2 (2) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese analysis of land cover change and projection of settlement land in sepaku district, indonesia habil sultan1, alfia rahmalidya1*, adia wafa shopura1, muhammad roihan akmal1, trida ridho fariz1, andhina putri heriyanti1, haryadi2, fathia lutfiananda3 1environmental science, universitas negeri semarang, indonesia 2yayasan bumi hijau lestari, indonesia 3eviromental science, university of natural resources and applied life sciences, austria doi: https://doi.org/10.15294/jese.v2i2.58028 article info ________________ received 3 july 2022 accepted 9 august 2022 published 26 september 2022 ________________ keywords: land cover change, new capital city, population projection ____________________ *corresponding author: alifia rahmalidya universitas negeri semarang e-mail: alifiarahmalidyaa@students.unnes.ac.id abstract the relocation of the capital city of indonesia to sepaku district, north penajam paser regency, east kalimantan will have an impact on all existing aspects. land cover in sepaku district has decreased from year to year. the area of vegetated land cover in sepaku district is assumed to be decreasing due to the relocation of the new capital city (ncc) to the area, which will have a negative impact on the environment. therefore, this study aims to determine the level of land cover change in sepaku district and discuss how the condition of land cover in sepaku district after the construction of the new capital city (ncc). the method in this study uses gis (geographical information system) analysis and descriptive analysis. the data used are land cover data from 2009 to 2019 to find out changes in land cover and population data from bps to project the population. based on the results of the analysis of land cover data from 2009 to 2019 there was a change from scrubland to industrial forest plantations of around 26000 ha. in addition, there was no significant change in the area of built-up land. however, the results of population projections show that sepaku sub-district will experience a significant increase in built-up land cover after the construction of the new capital city (ncc). ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 sultan, h. et al. / journal of environmental and science education 2 (2) 2022 65 introduction kalimantan island was designated as the new national capital area after the state of the nation address delivered by president joko widodo on august 16, 2019. east kalimantan became a province of the new state capital city due to the region's low level of disaster risk (setyawan, 2019). the governor of east kalimantan, isran noor, confirmed that the new national capital will be located in sepaku district and samboja district. sepaku district is a strategic area because it is bordered by west kutai regency in the west and paser regency in the south. in addition, sepaku district is directly adjacent to balikpapan city in the east and is not far from samarinda city in the north. the land area to be used for the construction of the national capital city is 256,180.87 ha. of this area, as much as 56,180.87 ha will be used to build the new national capital core area, and 5,644 ha will become the central government area (slamet, 2019). the move of the capital is assumed to have an impact on reducing the vegetation land cover in sepaku district and even the surrounding areas. that is considering that some countries that have moved the capital have experienced massive built-up land growth, such as nigeria and myanmar (enoguanbhor et al., 2019 & oo et al., 2019). changes in vegetation land cover into massive built-up land will cause changes in hydrological properties such as hydrographic characteristics, discharge, and coefficients of a stream (latuamury et al., 2012). that will increase the potential for disasters such as floods. in addition, changes in vegetation land cover into massive built-up land can also cause the urban heat island phenomenon because the increase in temperature in plains with built-up land cover in the form of settlements will reflect heat in higher amounts than the vegetated land cover (nadira et al., 2019). sepaku subdistrict, located on the island of kalimantan, is one part of the world's lungs. the island of kalimantan is allocated at least 45% of its land to be used as forest, which is the world's lungs (lestari, 2012). in addition to being used as the world's lungs, the land is intended to preserve endemic or non-endemic biodiversity found on the island of kalimantan. in addition, there are many types of land cover in the form of plantation forests in sepaku district, which private companies and local communities own. according to jalil (2022), local communities in the sepaku sub-district have an average of two hectares of land in the form of plantation forests. the increasing number of plantation forest ownership by local communities from time to time can indirectly hinder the development of nnc in the sepaku district, which is the center of nnc. that makes it necessary to conduct a study to determine changes in land cover and potential changes in vegetation land based on the needs of settlements. therefore, this study aims to analyze land cover changes in sepaku district as the new national capital city (ncc) and analyze the potential for increasing the area of settlements based on minimum settlement needs. method the study location in this study is sepaku district. sepaku is one of the sub-districts in penajam paser utara regency, east kalimantan province, which is located between 116º48'–55º09' e and 0º54' n –44º76' s. sepaku subdistrict has a total land and sea area of 1,172.36 km2 with an area height of more than 500 meters above sea level. sepaku district is directly adjacent to loa kulu district (kutai kartanegara regency) to the north, samboja district (kutai kartanegara regency) to the east, west balikpapan district (balikpapan city) to the south, and kali panjang district (paser regency) to the west (bps, 2021). this research method uses quantitative research. quantitative research is a method to answer research problems related to data in the form of numbers. based on the research objectives of data analysis and collection techniques, the research method is divided into two parts, namely: land cover change analysis the data used in the analysis of land cover change is the land cover data of sepaku district in 2009 as secondary data published by the ministry of environment and forestry of the republic of indonesia (klhk). land cover data for 2019 was obtained from the visual interpretation of landsat-8 satellite imagery. the mapping process is carried out by updating the 2009 land cover map based on the appearance of satellite imagery in 2019 (fariz et al, 2020). the data will be analyzed by the overlay method. the overlay method is the ability to place graphics on one map above another, which is an essential procedure in geographic information system (gis) analysis. this method is used to obtain information on the comparison of land cover in sepaku district in 2009 with 2019. sultan, h. et al. / journal of environmental and science education 2 (2) 2022 66 figure 1. research location settlement needs analysis in 2009 – 2010 it experienced an average population growth of 10.58 percent. maridan village dominates the population distribution in sepaku district, which telemow village and tengin baru village follow. if we look at the population density by area in the village in sepaku district, maridan village has a denser population. according to the population office of east kalimantan province, the total population in sepaku district in 2009, 2019, and 2020 was 27,910 people, 35. 592 inhabitants, and 37,171 inhabitants. geometric methods obtain population projections by 2030. it is assumed that the geometry method uses the basis of compound interest calculations (adioetomo et al., 2010). this geometry method is based on the ratio of population growth to the annual average. here is the formula for the geometry method: pt = p0 (1+r)t description : pt = number of inhabitants in the year p0 = number of inhabitants in the base year r = population growth rate t = time period between the base year and year t (in years) after obtaining population projection data, the next step is to calculating the needs of settlements. the number of settlement needs can be sought with the results of population projections plus the number of asns (state civil apparatus) who moved from dki jakarta and then multiplied by 36.2914 m2. the number of asns moving from dki jakarta is targeted at 2350 people (hamdani, 2021; sembiring, 2021), while the figure of 36.2914 m2 is the need for space land stipulated in sni 03-1733-2004 concerning urban environmental planning (bsn, 2004). result and discussion land cover change in sepaku district land cover in sepaku district in 2009 was dominated by shrubs, plantations, and transmigration land with successive areas of 54506 ha, 26535 ha, and 13340 ha. however, the area of thickets and plantations in sepaku district was reduced by a significant amount in 2019. that is due to the growing area of plantation forest and secondary dryland forest. plantation forest land and secondary dryland forests in 2019 have an area of 28453 ha and 14644 ha. based on this data, the area of thickets of land that has changed planting forests is around 26000 ha. the growing number of plantation forests indicates that the land in sepaku district is suitable for planting plants as a primary material in industrial activities. plantation forests have the benefit of being able to produce large amounts of wood and being able to reduce pressure arising from the reduction of natural forests. however, plantation forests can cause losses if the plant planting is only one species on the land of former natural forests with a large number of species. plantation forests that continue to grow in the area are based on several reasons, including the views of pulp and wood producers regarding natural forests that cannot be used as raw materials in the production process and the interest of the indonesian government in encouraging the economic sector through plantation forests (pirard et al., 2016). sultan, h. et al. / journal of environmental and science education 2 (2) 2022 67 figure 2. land cover of sepaku district in 2009 and 2019 table 1. land cover of sepaku district land cover 2009 2019 area (ha) % area (ha) % shrub 54506,49 44,37 38269,89 30,65 plantation / estate cropland 26535,17 21,60 9294,30 7,44 transmigration 13340,19 10,86 7445,29 5,96 secondary dryland forest 10456,25 8,51 14644,26 11,73 secondary mangrove forest 5526,59 4,49 6004,88 4,80 plantation forest 5398,86 4,39 28453,86 22,79 mixed dry agriculture 1719,19 1,39 11341,09 9,08 primary mangrove forest 1499,53 1,22 3002,54 2,40 bare ground 1471,42 1,19 4378,92 3,50 settlement 732,96 0,59 808,59 0,64 wet shrubswamp scrub 648,02 0,52 267,55 0,21 dryland farming 617,37 0,50 435,95 0,34 pond 282,77 0,23 254,11 0,20 paddy field 96,93 0,07 242,29 0,19 in addition to plantation forests, secondary dryland forests in 2019 experienced a significant amount of land expansion compared to 2009. secondary dryland forests are forests that grew as a result of succession over previous forest destruction. according to the east kalimantan rad in 2018, secondary dryland forests can produce carbon reserves of 101.63 tons/ha. although primary and secondary mangrove forests can produce more significant carbon reserves than secondary dryland forests (162 tons/ha and 116 tons/ha), the land area of secondary and primary mangrove forests was only 52.856% and 14.340% of secondary dryland forests in 2009. the percentage of land area from secondary and primary mangroves to secondary dryland forests in 2019 was 41% and 20,503%, respectively. changes in land cover in sepaku subdistrict in 2009 and 2019 are described in table 1. sultan, h. et al. / journal of environmental and science education 2 (2) 2022 68 if we look at the land cover of sepaku district between 2009 and 2019, there was no significant expansion of built-up land cover, only an increase of around 75.63 ha. however, the move of indonesia's national capital from dki jakarta to east kalimantan province, penajam paser utara regency, sepaku district will impact the area of built-up land cover. of the 256180.87 ha of land used to construct the new national capital city, one of the lands used to construct ikn is plantation forests (fajar, 2019). vegetation land cover converted into the built-up land cover will cause changes in hydrological properties, increase the potential for natural disasters, and give rise to the urban heat island phenomenon. the capital's relocation is expected to directly impact the bukit soeharto national park, which is about 20 km from sepaku district. besides, there are indirect impacts such as on mangrove and peat ecosystems. deforestation emissions from these direct and indirect impacts are around 50 mtco2e and 2,326 mtco2e, equivalent to 2.7–126% of greenhouse gas emissions in indonesia from 2014 (teo et al., 2020). therefore, ikn should be designed while maintaining forest ecosystems. this concept is called forest city, which is principled in conserving natural resources and animal habitats, connected to nature, low-carbon development, adequate water resources, controlled development (anti-sprawl development), and community involvement in realizing forest city (mutaqin et al., 2021). this forest city is a concept that will be integrated into the ikn master plan; the smart city concept will also be integrated (ppid klhk, 2019). the interests of settlements in the district of sepaku sepaku subdistrict, as an area of the new national capital of indonesia, requires built-up land in the form of a relatively large settlement. that is based on the population in sepaku district, which increased significantly after being announced as an area of the new national capital. that way, the number of settlements in the sepaku district must be directly proportional to the number of residents. projection of settlements needs to be done because the construction of settlements requires land that will be converted to function. after the results of the projected needs of settlements are found, the government can find ways to develop settlements without opening vegetation land as a source of land for settlements to be built. population projections need to be carried out to determine the needs of settlements in the sepaku district. population projection is carried out by estimating population data and composition in the future. population projections are obtained based on fundamental calculations of the components of the population growth rate, such as deaths, births, and migration. the three components can be determined by the age structure of the population and the number of inhabitants in the future. data sources to determine the need for population projections were obtained from the population service, pp, and pa prov. east kalimantan and the ministry of home affairs' clean consolidated data (ccd). population growth was obtained using population data in 2010 and population data in 2020. the results of the population growth of the sepaku district from 2010-2020 can be seen in table 2. table 2. comparison of the population of sepaku district in 2010 and 2020 population in 2010 (inhibitant) population in 2020 (inhibitant) accretions (%) 30863 37171 0,02 after obtaining population growth data, calculate the projection of the number of residents in sepaku district in 2030 and add to the number of asn targets transferred from dki jakarta. this calculation found that the total population of sepaku district in 2030 is around 47119 people (table 3). the increase in population in sepaku district will later impact the need for possible land increases. the need for residential land in sepaku district in 2030 can be known in value by multiplying the number of residents by 36.3. the value of 36.3 was obtained from sni 03-17332004, which stipulated that the minimum land for settlements was 36.2914 m2. the calculation results show that by 2030 around 171.04 ha of land will be needed for settlements. that shows that by 2030 it is assumed that there will be a change of land into residential land covering an area of 36.1 ha (table 3). if in 2030 there is the potential for an increase in the minimum settlement area of 36.1 ha, then the area of builtup land in sepaku district will increase significantly. sultan, h. et al. / journal of environmental and science education 2 (2) 2022 69 table 3. population project and residential land settlements population projection in 2030 (inhibitant) residential land settlements by 2030 (ha) 47119 171,04 this research still has many limitations. the first is the need for settlements in the future that do not consider the number of asn families migrating from dki jakarta. that is considering that there is no valid data on the potential number of people who migrated from dki jakarta. the second is that the area studied only sepaku district does not involve the entire penajam paser utara regency and balikpapan city. that is considering that the capital will impact the surrounding area. therefore, this research needs to be developed based on the limitations that we have conveyed. in addition, land change studies should also be analyzed projectionally using cellular automata analysis, such as research by nurhidayati et al. (2017), fariz et al. (2020) and permatasari et al. (2021), so that land cover changes can be seen spatially. conclusion from 2009 to 2019, the enormous land cover change in sepaku district was the increase in plantation and secondary dryland forests. the built-up land cover did not significantly expand, which only increased by about 75.63 ha. however, the move of indonesia's national capital from dki jakarta will significantly increase the built-up land cover. that is considering that by 2030 it is projected that the total population of sepaku district will be 47119 people, which results in the potential for land change into settlements covering an area of 36.1 ha. the results obtained from the projection process can be underestimated because, until now, it has not been determined with certainty how many asn will be migrated from dki jakarta to sepaku district. this research still has many limitations, such as the need for future settlements that do not consider the number of asn families migrating from dki jakarta and the narrow study area (only sepaku district). we suggest that research needs to be developed based on the limitations we have presented. references adioetomo, s. m., samosir, o. b. 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(2022). selain hgu, lahan di kawasan ikn milik masyarakat. accessed latuamury, b., gunawan, t., suprayogi, s. (2012). pengaruh kerapatan vegetasi penutup lahan terhadap karakterstik resepsi hidrograf pada beberapa subdas di propinsi jawa tengah dan propinsi diy. majalah geografi indonesia, 26(2), 99-118. lestari, s. (2012). kalimantan disisihkan untuk paru-paru dunia. mutaqin, d. j., muslim, m. b., & rahayu, n. h. (2021). analisis konsep forest city dalam rencana pembangunan ibu kota negara. bappenas working papers, 4(1), 1329. nadira, c., saraswati, r., wibowo, a. (2019). pengaruh perubahan tutupan lahan terhadap fenomena urban heat island di kecamatan cikarang utara, kabupaten bekasi tahun 2007-2018 menggunakan citra landsat 5 dan 8. seminar nasional penginderaan jauh ke-6 tahun 2019, depok, indonesia: lapan. nurhidayati, e., buchori, i., & fariz, t. r. (2017). cellular automata modelling in predicting the development of settlement areas, a case study in the eastern district of pontianak waterfront city. iop conference sultan, h. et al. / journal of environmental and science education 2 (2) 2022 70 series: earth and environmental science, 79(1), 012010. oo, k. k., torii, k., cheng, k. s., & nawata, e. (2019). an analysis of land use/land-cover changes in nay pyi taw, myanmar, using remote sensing images. tropical agriculture and development. 63(3), 93-104. permatasari, r. j., damayanti, a., indra, t. l., & dimyati, m. (2021). prediction of land cover changes in penajam paser utara regency using cellular automata and markov model. iop conference series: earth and environmental science, 623(1), 1-7 pirard, r., petit, h., baral, h., achdiawan, r. (2016). dampak hutan tanaman industri di indonesia: analisis persepsi masyarakat desa di sumatera, jawa, dan kalimantan. bogor: cifor. ppid kementrian lingkungan hidup dan kehutanan. (2019). menteri lhk: ibu kota baru dibangun dengan konsep kota cerdas dan forest city. sembiring, l. j. (2021). siap-siap! tahun depan 2.350 pns pindah ke ibu kota baru. setyawan, f. a. (2019). gubernur kaltim: ibu kota baru di kecamatan samboja & sepaku. slamet, j. p. (2021). rencana kawasan 'ikn' baru di kalimantan timur. teo, h. c., lechner, a. m., sagala, s., & camposarceiz, a. (2020). environmental impacts of planned capitals and lessons for indonesia’s new capital. land, 9(11), 438. zunith. (2017). dinas kependudukan, pp dan pa prov. kaltim provinsi kalimantan timur. 71 jese 2 (2) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese design based-learning of learning management system (lms) with moodle to improve independence and science learning outcomes of junior high school students. jernita yohana napitupulu*, mariati purnama simanjuntak science education study program, faculty of mathematics and natural sciences, universitas negeri medan, medan, indonesia doi: https://doi.org/10.15294/jese.v2i2.58477 article info ________________ received 15 july 2022 accepted 8 august 2022 published 26 september 2022 ________________ keywords: learning management system, moodle, independence of learning, student learning achievement ____________________ *corresponding author: jerenita yohana napitupulu universitas negeri medan e-mail: jerenitayohananapitulu@gmail.com abstract this study aims to determine the design of learning media based on learning management system (lms) with moodle can increase independence and science learning outcomes for junior high school students. the design of the designed learning media can be used as an alternative in distance learning because it can be done without space and time limits. this type of research is research and development (r&d). the sample used in this study was class vii-4 totaling 23 students. the research instrument used consisted of two, a questionnaire and a test. questionnaires to measure student learning independence and tests to measure student learning outcomes. the test used is in the form of multiple choice with 4 options that have been validated by experts. the relationship between independence and student learning outcomes using the pearson product moment correlation test assisted by ibm version 25. based on the results of the study, it was found that the lmsbased learning media design with moodle can increase student independence and learning outcomes and there is a positive relationship between independence and student learning outcomes in junior high school negeri 6 percut sei tuan, medan. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 napitulu, j. y. et al. / journal of environmental and science education 2 (2) 2022 72 introduction the development of information technology today is unavoidable its influence on the world of education. the development of information technology on the use of the internet makes educators have many choices in utilizing technology for learning. the innovative learning process is inseparable from the use of information and communication technology (ict) in education (huda, 2020). one of the information and communication technologies that aims to activate and hone students' ability to learn is called e-learning. e-learning can be interpreted as learning by utilizing the help of electronic devices, especially computer devices (dahiya, 2016). the e-learning learning media device that has an important role is the learning management system (lms). lms is a software application that is used for the purposes of teaching and learning activities that can be connected online (mahnegar, 2012). lms provides an innovative learning system that includes in the field of information technology. lms-based learning contains materials in the form of multimedia (text, animation, video and sound) which are given as the development of learner competencies (hernawati, 2016). one of the media that supports lms-based learning is to use the moodle application (modular object oriented dynamic learning). moodle is a software created for web-based learning media using the principles of social constructionist pedagogy. moodle is software that has various learning support features that can be easily accessed in an e-learning portal (turrahma, 2017). moodle provides learning facilities because it is equipped with important learning support features, such as assignments, quizzes, chat, collaboration, as well as the main features that can upload various formats of learning materials and are easier to understand because the information presented is not only in the form of writing but also images and videos (zyainuri, 2012). learning independence will be realized if students actively control everything they do themselves, evaluate and plan something deeper in the learning they are going through and are active in the learning process (primadini, 2019). while learning outcomes are changes in behavior due to learning. changes in behavior are caused by students achieving mastery over a number of materials given in the teaching and learning process. this achievement is aimed at the teaching objectives that have been set. learning outcomes can be in the form of changes in cognitive, affective and psychomotor aspects (purwanto, 2013). the results of observations made to several schools in the city of medan, north sumatra show that independence and learning outcomes are still not optimal. one of them is smp negeri 6 percut sei tuan, there are several obstacles experienced by students at the school based on the results of observations that have been made, namely some students at smpn 6 percut sei tuan still have difficulty learning science in the material for the interaction of living things and their environment. this is because students still pay less attention to learning science. one of the factors that influence the students' lack of attention is the applied media. based on this description, the researchers formulated several problems that became the focus of research, including: (1) how to design lms-based learning media using moodle in science subjects for the interaction of living things and their environment at smp negeri 6 percut sei tu-an; (2) how to increase independence student learning using lmsbased learning media with moodle? ; (3) how to improve student learning outcomes by using lms-based learning media with moodle? and (4) how is the relationship between independence and student learning outcomes on the design of lms-based learning media with moodle?. the aims of this study are: (1) to determine the design of lms-based learning media using moodle in science subjects for the interaction of living things and their environment at smp negeri 6 percut sei tuan; (2) to find out the increase in students' learning independence by using lms-based learning media with moodle; (3) to determine the improvement of student learning outcomes using lms-based learning media with moodle and (4) to determine the relationship between independence and student learning outcomes to the design of lms-based learning media with moodle. several studies related to this research, one of which refers to the research of amandu, et al (2013) and nuriyanti, et al (2013) because in this study using lms with moodle, the use of napitulu, j. y. et al. / journal of environmental and science education 2 (2) 2022 73 learning can be an indication of technological progress in the present. this progress shows that learning is not only limited to existence anymore, but the use of innovation as a substitute for reality in the learning system can be recognized through e-learning media in fluid learning. the difference from previous research lies in the subjects, materials, research subjects, and research objectives. this study uses the interaction of living things with the environment in science subjects, the subjects in this study were junior high school students in class vii, and the purpose of the research used was to determine the increase in independence and student learning outcomes after applying lms-based learning media with moodle. method the population in this study were all seventh-grade students of smp negeri 6 percut sei tuan, medan t.p 2021/2022 which consisted of two classes totaling 53 students. the research class is class vii-4 ipa which was chosen randomly with a total of 23 students. the research sample consists of one class that represents the population. sampling in the study was taken randomly (random sampling). class vii-4 as the class that was treated by applying lms-based learning media with moodle. this study designs and applies lms-based learning media with moodle in natural sciences (ipa), material for the interaction of living things with the environment for seventh grade students of junior high school. the research method used is research and development (r&d) with the borg & gall model which consists of ten stages. this model consists of 10 steps of research and development which include: (1) potential and problems; (2) data collection; (3) product design; (4) product validation; (5) product revision i; (6) product trial; (7) product revision ii; (8) trial use; (9) product revision iii, and (10) mass production. the steps that will be carried out in this development research are only 9 stages due to time constraints, so the steps of dissemination and implementation or mass production are not implemented by the researcher. the instruments used to collect the research data are: (1) observation; (2) interview; (3) questionnaire; (4) learning outcomes test. data collection techniques used in the study, namely: observation (observation) observations were carried out to obtain information related to problems in smp negeri 6 percut sei tuan, medan. interview this type of interview is used to get input about learning media based on a learning management system (lms) with a moodle that will be arranged to solve problems in the field. questionnaire questionnaires were used to determine the increase in students' independence before and after applying the lms-based learning media design with moodle. test this test is used to determine the improvement of student learning outcomes before and after applying the moodle-based learning media design. the research design used was one group pretest design with random sampling. the design drawing used can be seen in figure 3.2. figure 1. research design information: o1 = pretest o2 = posttest x = treatment, results of using elearning with moodle before students were given treatment in the form of using lms-based learning media with moodle, students were given a pretest and an independence questionnaire. after the pretest, the students were given treatment, the application of the lms learning media with moodle, the students were given a posttest and an independence questionnaire. the test was carried out on a sample class of vii-4 grade students of smp negeri 6 percut sei tuan. the stages of research carried out using the type of rnd research on the borg and gall model include: research and information gathering field observations to the smpn 6 percut sei tuan school to see and get information about the learning problems faced by the school. researchers took a communication approach with the interview process and asked for the napitulu, j. y. et al. / journal of environmental and science education 2 (2) 2022 74 data needed and saw firsthand the conditions in the field. planning researchers plan media products to be made based on information from observations. researchers select and determine the scope of topics as well as collect sources to fill in learning content, install applications, and set moodle applications so that they are easy to use for learning. initial product development researchers will design e-learning products according to the following steps: create elearning page layouts, both front page layouts and material pages, determine moodle themes and plan what will be presented in e-learning. figure 2. moodle student access homepage website view initial field trial the initial product developed was in the form of lms-based e-learning learning media with moodle that had been made, then tested on material experts, namely lecturers of the science education study program and on media experts of the lecturers concerned in teaching learning media. figure 3. display of learning outcomes revising the results of the initial field trials product revisions are carried out after validation by material experts and media experts so as to get suggestions or comments for improvement. this revision is intended to correct the shortcomings of the lms-based elearning learning media with moodle. field trial lms-based e-learning learning media with moodle which has been revised based on validation from media experts and material experts is then carried out product trials with ±3 subjects. then the subject is asked to provide feedback about the learning media that has been made to be used in the learning process. revise the results of field trials from the results of product trials, responses from students will be obtained. responses from students can be used as revision material. after the revision, the teaching materials can be used in the trial use with a larger number of subjects. conducting field implementation test in the field implementation test or usage trial, the researcher involved more students than the previous trial phase. figure 4. student worksheet display revision of final product results from the results of the use trial, students' responses will be obtained to be used as revision material. in this final product revision stage, researchers used student responses to be used in perfecting lms-based e-learning media products with moodle. at this stage the researcher will get the final product that is developed as needed and has been worthy of being used as an online learning medium for napitulu, j. y. et al. / journal of environmental and science education 2 (2) 2022 75 one of the schools in the city of medan in junior high school science subjects. data analysis techniques for increasing student learning independence use a likert scale with the following formula: p = 𝑓 𝑛 𝑥 100% information: p : percentage f : frequency of each answer to the questionnaire n : total score ideal 100 : fixed number data analysis to calculate the increase in student learning outcomes using normalized gain (n-gain). n-gain is a comparison of the actual gain score with the maximum gain score. actual gain score is the gain score obtained by students while the maximum gain score is the highest gain score that students may obtain. the calculation of the normalized gain score (n-gain) is expressed by the formula: < 𝑔 > = < 𝑆𝑓 > −< 𝑆𝑖 > 100−< 𝑆𝑖 > 𝑥100% information: <g> = n-gain <sf> = post-test <si> = pre-test in the data analysis stage, researchers can formulate research results. the data that has been obtained, then the data will be tabulated into frequency data, then processed using the normality test and homogeneity test. after testing the normality and homogeneity of the data, it is continued by analyzing the relationship between independence and student learning outcomes using correlation with the help of ibm spps version 25: the hypotheses to be tested in this study are: 𝑟 = 𝑛∑𝑋𝑌 − ∑𝑋∑𝑌 √(𝑛∑𝑋2 − (∑𝑋)2(𝑛∑𝑌2 − (∑𝑌)2 information : r : correlation coefficient x : mean deviation y : mean deviation n : number of rank pairs result and discussion the learning process in cycle i, the material presented, namely the interaction of living things with their environment, was carried out for 2 meetings (5 hours of lessons). the learning outcomes in the first cycle were then compared with the results of the pretest. the results of the pretest get an average value of 45.27 with a percentage of 30% remaining completed learning. in the first cycle the average value of student learning outcomes at the first meeting was 62.17 with a completeness percentage of 42%. while the average value at the second meeting was 76.07 with a completeness percentage of 50%. the comparison of the average daily learning scores of students before and after using lmsbased learning media with moodle can be seen in table 1. table 1. student learning outcomes data cycle i information student data cycle i lowest score 33,65 62,17 highest score 56,11 76,07 average pretest score 30 45,27 learning in cycle ii was conducted in 2 meetings at the third meeting and at the 4th (final) meeting. at the third meeting was 82.36 and at the fourth meeting or the end of learning after implementing and using lmsbased learning media design with a moodle of 84. the average initial test of student learning outcomes was 45.27 and the final test was 86.33. the relationship between independence and student learning outcomes used the pearson product moment correlation test with the help of ibm version 25. the correlation between independence and learning outcomes was 0.897 with a significance of 0.000. based on the results of the study, it was found that the design of lms-based learning media with moodle can increase student independence and learning outcomes and there is a positive relationship between independence and student learning outcomes. the comparison of the average daily value of students' learning before and after using lmsbased learning media with moodle can be seen in table 2. napitulu, j. y. et al. / journal of environmental and science education 2 (2) 2022 76 table 2. student learning outcomes data cycle ii information student data cycle ii lowest score 70 82,36 highest score 75,32 84 average posttest score 78 86,33 the percentage increase using the normalized gain (n-gain) of student learning independence at smp negeri 6 percut sei tuan in science subjects, the material for the interaction of living things with the environment, is 64% in the medium category. the results of the percentage increase in the ngain of student learning independence based on all indicators can be seen in table 3. table 3. percentage of n-gain increase in independent learning independent average n-gain (%) category beginning of learning end of learning 58,69 85,15 64 medium the percentage increase in learning outcomes was calculated using the normalized gain (n-gain) in class vii-4 of smp negeri 6 percut sei tuan. the percentage increase in the overall n-gain of student learning outcomes in science subjects, the material for the interaction of living things with the environment, is 83% in the high category. the recapitulation of pretest and posttest data on student learning outcomes is shown in table 4. table 4. pretest and posttest data on student learning outcomes n : total of students the relationship between independence and student learning outcomes was tested using the pearson product moment correlation test. the results of correlation calculations were assisted by ibm spss version 25. the relationship between independence and learning outcomes had a positive correlation of 0.897 with a very strong category. the relationship between independence and learning outcomes can be seen. attention table 5. table 5. independent correlation test results and student learning outcomes correlations indepen dences learni ng outcomes independ ence pearson correlation 1 0 ,897** sig. (2 tailed) 0 .000 n 23 2 3 learning outcomes pearson correlation 0,897** 1 sig. (2 tailed) 0.000 n 23 2 3 figure 5. correlation of independence and student learning outcomes conclusion increased student learning independence after the application of lms-based learning media with moodle on the interaction of living things with the environment by 64% with a medium category. the highest percentage of n-gain learning independence results in the active learning indicator (m7) is 78% in the high category. improved student learning outcomes after the application of lms-based learning media with moodle on the interaction of living things with the environment by 83% in the high category. the highest percentage of n-gain learning outcomes in the understanding indicator (c2) is 92% in the high category. the relationship between independence learning outcomes n average value n-gain (%) category pretest postest cognitive realm 23 40,07 84,3 83 high napitulu, j. y. et al. / journal of environmental and science education 2 (2) 2022 77 and student learning outcomes after the application of lms-based learning media with moodle on the interaction of living things with the environment there is a positive relationship with a value of 0.897 with a very strong category. references arikunto, s. (2006). research procedure: a practical approach. jakarta : rineka cipta. arikunto, s. (2015). research procedure: a practical approach. jakarta : rineka cipta. dahiya, s., jaggi, s., chaturvedi, k.k., bhardwaj, a., goyal, r. c. & varghese, c. (2016). an elearning system for agricultural education. indian research journal of extension education, 12(3) : 132-135. hernawati, e., & aji, p. (2016). design and implementation of e-learning content through learning management system in improving learning motivation. journal of information system engineering and business inteligence, 2(1) : 23-32. huda, i. a. (2020). the development of information and communication technology (ict) on the quality of earning in elementary schools. journal of education and counseling, 2(1) : 121-125. mahnegar, f. (2012). learning management system. international journal of business and social science, 3(12) : 144-150. primadini, f. n. e., & lamria. (2019). the influence of learning media and independent learning on science process skills in elementary schools. visipena journal, 10(2) : 281-293. purwanto. (2013). evaluation of learning outcomes. yogakarta : pustaka belajar. turrahma, a., satyariza, e.n., & ibrahim, a. (2017). design and utilization of lcms moodle-based e-learning in increasing efficiency and effectiveness and quality of student learning media at man sakatiga. national journal of informatics engineering education, 6(3) : 327-332. zyainuri & marpanaji, e. (2012). application of e-learning moodle for student learning carrying out prakerin. journal of vocational education, 2(3) : 410-426. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbe93f89b1120b5 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbe93f8aad3a625 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 106 jese 2 (2) (2022) journal of environmental and science education http://journal.unnes.ac.id/sju/index.php/jese preparation and characterization of edible straw made from dragon fruit peel to solve the problem of plastic waste melissa salma darmawan1, fitri daeni2, tessa surya kurniawan3, prasetyo listiaji1* 1science education study program, faculty of mathematics and natural science universitas negeri semarang, semarang, indonesia 2environmental science study program, faculty of mathematics and natural science universitas negeri semarang, semarang, indonesia 3management study program, faculty of economics universitas negeri semarang, semarang, indonesia doi: https://doi.org/10.15294/jese.v2i2.60717 article info ________________ received 1 august 2022 accepted 25 september 2022 published 26 september 2022 ________________ keywords: edible straw, dragon fruit peel, plastic waste ________________ corresponding author: prasetyo listiaji universitas negeri semarang e-mail: p.listiaji@mail.unnes.ac.id abstract plastic waste is a global environmental problem that is being faced by the world, especially indonesia. in addition, indonesia is ranked 4th in producing plastic straw waste. this problem needs to be taken seriously because the waste generated through plastic straws is difficult to recycle. one effort that can be done is to replace plastic straws with edible straws. red dragon fruit peel contains nutrients such as carbohydrates, fat, protein, and dietary fiber but is often only thrown away and considered as waste. this study aims to utilize dragon fruit peel as a basic material for making edible straws and to analyze the characteristics of edible straws. the study used quantitative experimental methods by testing temperature resistance and water absorption. the results showed that edible straw has good temperature resistance at a temperature of 10℃-20℃, where at that temperature there is an increase in mass of about 2-3 grams. as for water absorption, a good temperature range is 20℃-80℃ where absorption occurs between 0.38%-7.46%. ©2022 universitas negeri semarang p-issn 2797-0175 e-issn 2775-2518 darmawan, m. s. et al. / journal of environmental and science education 2 (2) 2022 1078 introduction plastic waste is a classic problem experienced by indonesia lately. it was recorded that 10.528 million tons of the total national waste production in 2017 was plastic waste (klh, 2018). various kinds of plastic waste are produced, one of the biggest contributors is plastic straws. in indonesia, the use of plastic straws reaches 93,244,847 sticks per day (hermawan et al., 2021). according to pelan et al. (2018), plastic waste is a global environmental problem that is being faced by the world, especially indonesia. in addition, indonesia is ranked 4th in producing plastic straw waste (murniati, 2019). this problem needs to be taken seriously because the waste generated through plastic straws is difficult to recycle (wang et al., 2018). especially during the covid-19 pandemic, one of the worst impacts on the environment is the increased use of single-use plastic from medical equipment (hariyanto, 2021), such as gloves, masks and other plastic packaging. this will exacerbate environmental problems related to plastic waste in indonesia. in 2017, the no straw movement was rampant, this was done to address the large amount of plastic straw waste that pollutes waters and beaches in indonesia. unfortunately, over time the #nostrawmovement movement has begun to fade and even begin to dim. so that this triggers an increase in the use of plastic straws in indonesian society. it should be noted that nowadays there are many substitutes for plastic straws, including bamboo straws, stainless straws, paper straws and edible straws (mosquera, 2019). however, three of the 4 straws each have their drawbacks. stainless straws will eventually produce waste that is even more difficult to recycle, bamboo straws in use are a little dangerous because it is feared that bamboo fibers can hurt the mouth, paper straws are not environmentally friendly because they are wrapped in plastic too. while edible straws are the right choice because they are food grade and zero waste. dragon fruit is a fruit that is easily found in indonesia. there are four types of dragon fruit that have been cultivated, including the white flesh dragon fruit (hylocereus undatus), the red flesh dragon fruit (hylocereus polyrhizus), the super red flesh dragon fruit (hylocereus costaricensis), and the white flesh yellow skin dragon fruit (selenicereus megalanthus) ( oktiarni, 2012). the shape of the dragon fruit is quite unique where the whole skin is filled with tassels which are analogous to dragon scales. part of the dragon fruit 30-35% is the peel of the fruit but is often just thrown away and considered as waste (fatiha el al., 2012). red dragon fruit skin contains nutrients such as carbohydrates, fats, proteins and dietary fiber. the content of dietary fiber contained in the skin of the red dragon fruit is about 46.7% (apriyani, 2018). thus the dragon fruit peel can be utilized so as to minimize the presence of organic waste. one of the uses that can be applied to dragon fruit skin is the manufacture of edible straw. so far, there has been no edible straw product made from dragon fruit skin, so the creation of this product is expected to overcome plastic straw waste in indonesia which is increasingly piling up (hidayat et al., 2019), exacerbated by the covid-19 condition which requires cafes or places to eat to avoid using glass. and disposable straws (syakila, 2021) to reduce the spread of the covid-19 virus. this product can also overcome dragon fruit peel waste which is often wasted without being used, even though dragon fruit peel has good content for public health, namely antioxidants (luo el al., 2014) and vitamin c. (maflahah 2020). besides functioning as a straw, this product is also safe for consumption by the public (edible). thus, this study was conducted to utilize dragon fruit peel as a basic material for making edible straws and to analyze the characteristics of edible straws by conducting temperature resistance tests and water absorption tests. the two tests were carried out by giving 6 variations of temperature on the edible straw, then calculating the mass using a digital scale and calculating the diameter using a caliper before and after being given variations to determine the temperature resistance test and water absorption. method the materials used were materials for making edible straws and materials for analysis. the ingredients used to make edible straws include dragon fruit peel extract, wheat flour, eggs, margarine, sugar, gelatin, carboxymethyl darmawan, m. s. et al. / journal of environmental and science education 2 (2) 2022 108 cellulose (cmc), baking soda, and vanilla. while the material for analysis is water (h2o). the tools used include an alcohol thermometer, digital scales, caliper, 6 glass cups, gas stove, blender, 25 pcs stainless straws, aluminum foil, oven, mixer, and 2 thin wall containers, 30x15 cm tray, knife, swallow, blender, 100 ml and 250 ml beakers, volume pipette, spatula, spoon and test form. this research used quantitative research methods in the form of temperature resistance test experiments and water absorption tests on edible straws. the temperature variations used were 6 variations of temperature with a temperature range of 10℃-20℃ with an observation time of 10 minutes. the resulting data was a comparison of temperature resistance and water absorption in each edible straw. the resulting data can determine the characteristics of the edible straw made from dragon fruit peel. prior to conducting experimental research, the temperature resistance test and water absorption test were carried out on edible straw. it is necessary to carry out the stages of making edible straws by heating at a temperature of 70℃ for 30 minutes to obtain fully cooked edible straws. in addition, heating at a temperature of 70℃ is carried out as a natural preservative for the durability of edible straws in the packaging. in full, the process of making edible straws made from dragon fruit peel is shown in figure 1. figure 1. flowchart of making edible straw made from dragon fruit peel result and discussion the production of edible straws, of course, uses 100% food grade materials so that they do not cause side effects when eaten. edible straw made from dragon fruit peel with the addition of gelatin and cmc has a hard texture. based on the research, edible straws that have been tested for temperature resistance and water absorption tests have changed in texture to become mushy. the edible straw that has been analyzed is shown in figure 2. figure 2. edible straw product temperature resistance test the analysis carried out on the temperature resistance test used quantitative edible straw mass with a research time of 10 minutes. the temperature used in the temperature resistance test is 6 variations. edible straws were weighed before and after the temperature resistance test was carried out to determine the ratio of the resulting mass. the comparison of the mass of edible straw in the temperature resistance test is presented in table 1 table 1. comparison of edible straw mass on temperature resistance test temperature (℃) initial mass (gram) final mass (gram) 10 8 10 20 11 14 40 7 19 60 10 20 80 10 22 90 10 29 dragon fruit peel cut into small pieces ± 4 cm washing blending dragon fruit peel extract material processing printing dryning e dible straw darmawan, m. s. et al. / journal of environmental and science education 2 (2) 2022 109 in the temperature resistance test, it was found that the edible straw changed its texture to become softer due to the temperature of the water used. a very significant change in mass occurred at a temperature variation of 90℃, with an initial mass of 10 grams and a final mass of 29 grams. thus, the temperature resistance test gives an additional mass of 19 grams. while the least mass change occurred at a temperature variation of 10℃ with an initial mass of 8 grams and a final mass of 10 grams, so that the addition of mass occurred only 2 grams. based on the water absorption test data, the best temperature resistance range for edible straw is 10℃-20℃. in this temperature range, the edible straw has a texture that is not so soft and the change in mass addition that occurs is only about 2-3 grams. this is in accordance with a'yun's research (2020) which states that the best results obtained for the water resistance test occur at an initial temperature of around 25℃ with a percentage of 65.18%. water absorption test similar to the temperature resistance test, the water absorption test was carried out using 6 variations of temperature with a research time of 10 minutes. the water absorption test was carried out to determine the characteristics of water absorption in edible straws made from dragon fruit peel. the highest water absorption is 29.89%, while the lowest water absorption is 0.38% which is shown in figure 3. the different water absorption can be caused by the shape factors in the form of length and mass on the edible straw. based on the water absorption test, the best temperature range is 20℃ -80℃ where absorption occurs between 0.38%7.46%. this is in accordance with the japanese industry standard for water resistance in bioplastics 70% (a'yun, 2020). figure 3. percentage of water absorption of edible straw conclusion edible straw made from dragon fruit peel has good temperature resistance at a temperature of 10℃-20℃, where at that temperature there is an increase in mass of about 2-3 grams. as for water absorption, a good temperature range is 20℃ 80℃ where absorption occurs between 0.38%7.46%. this is in accordance with the japanese industry standard for water resistance in bioplastics 70%. edible straw as a straw that can be eaten is very environmentally friendly because it does not leave waste or zero waste. in addition, edible straw has the advantage that it is made from natural ingredients with antioxidants and vitamin c from dragon fruit skin. references apriyani, m. (2018). characteristics of frozen yoghurt enriched with red dragon fruit skin extracts (hylocereus polyrhizus). in journal of physics: conference series (vol. 953, no. 1, p. 012036). iop publishing. a’yun, s. n. (2020). pengaruh formulasi bioplastik berbahan dasar karagenan dan gelatin pada pembuatan edible sedotan terhadap daya tahan air. skripsi, universitas airlangga. fatiha, l., dwyana, z., & johannes, e. (2022, january). silver nanoparticles synthesis from dragon fruit (hylocereus polyrhizus) peel extract and its potential as antiseptic mouthwash. in 2nd international conference on education and technology (icetech 2021) (pp. 380-386). atlantis press. hariyanto, a. (2021). alat pelindung diri (apd) untuk membantu tenaga medis dalam menangani pasien covid-19 di jawa timur. inspirasi: jurnal pengabdian dan pemberdayaan masyarakat, 1(1), 65-73. hermawan, m., heriyati, p., & andrew, n. (2021, april). exploring program on ocean plastic pollution management: case of ngo in jakarta. in iop conference series: earth and environmental science (vol. 729, no. 1, p. 012122). iop publishing. hidayat, y. a., kiranamahsa, s., & zamal, m. a. (2019). a study of plastic waste management effectiveness in indonesia industries. aims energy, 7(3), 350-370. kementerian lingkungan hidup (klh). (2018). dorong circular economy melalui pemanfaatan sampah plastik berkelanjutan. menlhk. 1 3 .1 0 .3 8 3 .0 6 7 .4 6 1 .8 6 1 4 .2 8 1 0 ℃ 2 0 ℃ 4 0 ℃ 6 0 ℃ 8 0 ℃ 9 0 ℃ termperature darmawan, m. s. et al. / journal of environmental and science education 2 (2) 2022 110 luo, h., cai, y., peng, z., liu, t., & yang, s. (2014). chemical composition and in vitroevaluation of the cytotoxic and antioxidant activities of supercritical carbon dioxide extracts of pitaya (dragon fruit) peel. chemistry central journal, 8(1), 1-7. maflahah, i., & asfan, d. f. (2020). quality characteristics of salt fortification with dragon fruit peel in plastic packaging during storage period. industria: jurnal teknologi dan manajemen agroindustri, 9(1), 73-81. mosquera, m. r. (2019). banning plastic straws: the beginning of the war against plastics. earth jurisprudence & envtl. just. j., 9, 5. murniati, n. (2020). the effect of no plastic straw movement on vokasi universitas indonesia students attitude. phelan, a., ross, h., setianto, n. a., fielding, k., & pradipta, l. (2020). ocean plastic crisis— mental models of plastic pollution from remote indonesian coastal communities. plos one, 15(7), e0236149. wang, w., themelis, n. j., sun, k., bourtsalas, a. c., huang, q., zhang, y., & wu, z. (2019). current influence of china’s ban on plastic waste imports. waste disposal & sustainable energy, 1(1), 67-78. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbe93f89e6fa63d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbe93f90e86a607 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbe93f90bf72037 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbe93f90a962085 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbe93f94a12a62b • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare