Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.

Pembelajaran di era modern ini sudah banyak menggunakan teknologi dalam membantu guru dalam pembelajaran. Tujuan dari penelitian ini untuk melakukan analisis kebutuhan dan melihat peran guru dalam mengembangkan media pembelajaran IPA dan lingkungan. Metode Penelitian yang digunakan adalah metode penelitian deskriptif kualitatif yaitu dengan cara melakukan analisis kebutuhan. Penelitian dilakukan pada bulan Desember 2017 - Maret 2018. Tempat penelitian yaitu di SDN Jatimulya 02, SDN Jatimulya 07, SMPN 1 Tambun Selatan, dan SMAN 5 Tambun Selatan, Bekasi, Jawa Barat. Hasil Penelitian menunjukan bahwa media pembelajaran yang digunakan belum variatif. Guru belum berperan besar dalam mengembangkan media pembelajaran. Hal ini membuat inovasi media pembelajaran mutlak dilakukan. Kesimpulannya adalah bahwa media pembelajaran yang digunakan guru dalam pembelajaran IPA dan lingkungan di Tambun Selatan, masih perlu dikembangkan. Natural Science and Environmental Learning: Need Assessment of Learning Media at School In Tambun Selatan, Bekasi Learning in this modern era has used a lot of technology in helping teachers in learning. The purpose of this study is to conduct a need assessment and see the role of the teacher in developing science learning media and the environment. The research method used is descriptive qualitative research method that is by way of need assessment by conducting interviews and direct observation. SDN Jatimulya 02, SDN Jatimulya 07, SMPN 1 Tambun Selatan, dan SMAN 5 Tambun Selatan Bekasi, West Java. Research results show that learning media usage is not varied. This makes learning media innovation absolutely necessary. The conclusion is that the learning media used by teachers in science learning and the environment in South Tambun Subdistrict, Bekasi, West Java, still need more development in order to be more diverse.

Environmental learning in the 21st century must be contextual and require the ability of Higher Order Thinking Skills (HOTS) to solve environmental problems such as green consumerism. The purpose of this study was to implement an Android-based Supplementary Book of Green Consumerism (SBGC) to improve students' HOTS abilities in environmental learning. The method used experiment with a sample of 144 students in 8th grade of Junior High School. Students divided into 72 students in control classes and 72 students in experimental classes. The treatment given was in the form of using SBGC in the experimental classes. The results showed that the students HOTS score increased significantly in the pre-post test in the experimental class or when compared to the control class. Increased in the experimental classes from a score 15.7 (very low) to 32.73 (low). Meanwhile, when compared between the experimental classes with a score 32.73 (low) and control classes with a score 25.25 (very low). This showed that SBGC is easy to understand. SBGC is also interesting so that makes students become active in learning. The conclusion of this study was that SBGC can increased students' HOTS in environmental learning.

Critical thinking skills are referred to as one of the 21st-century skills. These skills should be empowered through Biology learning. This study aims to analyze the improvement of biology-critical thinking skills in students who are taught through the CIRC learning model based on the scientific approach (Cirsa). Critical thinking skills are measured by tests developed by researchers and validated by theoretical biologists. The instrument includes indicators of critical thinking skills such as formulating problems, giving arguments, making deductions, conducting inductions, conducting evaluations, and deciding and implementing. This study used a quasi-experimental method with a pretest-posttest non-equivalent control group design. This study involved 160 students (M = 95, F = 65) of 8th grade of a Madrasah Tsanawiyah School in Bogor. The findings of this study show that students who are taught by Cirsa have higher Biology-critical thinking skills than those by conventional learning. In conclusion, Cirsa learning was recommended to develop or enhance students' critical thinking skills related to biological concepts.

Environmental learning in the 21st century requires a high level of thinking ability, especially to solve environmental problems when COVID-19 pandemic. This was to develop a new level of thinking, namely Higher Order Thinking Skills of Environmental Problem (HOTSEP) which is a revision of Anderson's Taxonomy. The purpose of this study was to measure students HOTSEP in the context of environmental problems related to COVID-19. The research method used in this research was descriptive. The sample used 277 university students from several cities in Indonesia. The instrument used HOTSEP which has 3 categories of thinking level start from develop innovation about environment (C6), solve environmental problem (C5), criticize environmental problem (C4). The results showed that students HOTSEP were still in the very low category (33.64). This study concludes that the HOTSEP of students was still low and needs to be improved to the understanding of COVID-19 concept in environmental learning. Suggestion for further research was HOTSEP need to implement in school or university for several environmental learning topics in many subjects/courses start from Natural Science, Social Science, Engineering, and others relevant subject. HOTSEP can be measured not only in school or university, HOTSEP can be implement in community and public.