This report aims to review the influence of the use of learning model learning project based on skill collaboration education students science education UNM. The research is praeksperimen research. A design study used is one- shot case study. Subjects research is a student science education that doing lecture motion and change. Research instruments used to measure skill collaboration students is the instrument non the tests which consisted of rubric and the survey. Analysis of data done through descriptive statistics and statistics inferential. Analysis deskriktif statistics show that increased skill collaboration students when dibelajarkan use the model project is based learning about 18 of 29 students able to reach the score over the level of 1. While to test inferential shows that is the kind of classroom learning project based on skill collaboration Key Words: PjBL, Skill Colobaration, Science Education

The instructional models that have been implemented in the classroom could not support the development of students’ critical thinking skills. These instructional models can be well implemented if those models can facilitate students with meaningful learning experiences such as reading, connecting prior knowledge to new information being learned in the classroom as well as doing investigation-based activities, discussion activities, and evaluation activities. The authors conducted the research to develop a ReCODE (Reading, Connecting, Observing, Discussing, Evaluating) instructional model and valid, practical, and effective tools. The procedures for developing the model included the preliminary research phase, prototyping phase, and assessment phase. Data on the validity of the model were collected using expert validation instruments, while the practicality of the model was measured using the instruments for the model’s component practicality and the model’s implementation. The effectiveness of the model was examined using the critical thinking test and questionnaires. The model was implemented to first-year students from the Department of Biology Education, Universitas Negeri Makassar, in the even semester of 2018/2019. The results showed that ReCODE was (1) valid, in terms of the theory underlying the development of the model, the components of the model, and the instructional tools accompanying the model, (2) practical because it had feasible components, and the learning process could be carried out successfully, and (3) effective in improving student critical thinking skills; the model also received positive responses from the lecturer and the students. Thus, this study’s findings suggest that the ReCODE instructional model can be applied in the classroom to facilitate critical thinking.

This study aims (i) to assess the level of understanding and misconceptions of Biology teachers in Makassar regarding cell concepts, (ii) to identify the Basic Competence in which the teachers pose misconceptions, and (iii) to identify the factors cause misconceptions on cell concepts among biology teachers in Makassar. The study is a descriptive study which implements Certainty of Response Index (CRI) as the method to identify teachers' misconception. Participants of the study (n=22) were selected through purposive sampling based on the representativeness of the school in Makassar area. The result of data analysis showed that there were teachers who possess misconceptions (40.30%), scientifically accepted conceptions (49.10%), and transitional conceptions (10.77%). The misconceptions were found in 6 Basic competences of the cell concepts. The highest misconceptions (55.68%) was found on Basic Competence 3.2. which require participants to distinguish transport mechanism on the (diffusion, osmosis, active transport, endocytosis, and exocytosis) based on observation. There were several factors which cause the occurrence of misconceptions among the participants in this study, including low level of reasoning ability, low retention of knowledge obtained in undergraduate, lack of learning resources, incomprehensible terms, and low interest of Biology teachers on cell concepts.

This study aims (i) to determine the level of understanding of high school students on the concept of cells (ii) to identify which basic competencies of the concept of cell students who experience misconceptions. This research is descriptive research. The method used to identify misconceptions that occur in students is the Certainty of Response Index (CRI). The sample in this study were students from 8 senior high schools in the city of Makassar. The instrument used in the form of a reasoned multiple choice diagnostic test equipped with CRI values and structured interviews to determine the causes of misconceptions.The results showed that high school students in the city of Makassar experienced misconceptions on the 6 Basic Competencies about the concept of cells which were studied with the tendency of students to experience more misconceptions in Basic Competence 3.2 to compare transport mechanisms in membranes (diffusion, osmosis, active transport, endocytosis, and exocytosis) from observations and Basic Competence 4.2 experiment with diffusion and osmosis by using potato tubers or spinach or salted stem and linking them to trans membrane transport events