Scientific argumentation is one of the most important components of scientific literacy. This was a descriptive research that aimed to describe the prior skill about quality of argumentation of 60 biology students who take the subjects of General Biology at Sriwijaya University. Assessment has been done through visual audio transcripts and written arguments. The argument quality assessment is determined Toulmin Argumentation Pattern (TAP) and based on Eduran categories of argument quality. The results showed that the quality of argumentation of students both written and oral were low, it can be seen from the highest aspect achived by students was claim aspect about 80% while the warrant, backing and rebuttal aspects did'nt reach 50%. This is also reinforced by the level of argument obtained by students who did not reach the fifth level. The most achievement of the level argumentation in the first and second level, that students still have difficulty to convey the results of his analysis both orally and writing. These findings can serve as a basis for further research on the use of strategies and development of teaching materials based on innovative teaching strategies that facilitate students to develop their scientific argumentation skills.

Teachers’ readiness to integrate Education for Sustainable Development (ESD) plays a pivotal role in preparing students to understand and practice sustainable living. This study examined the readiness of 232 in-service biology teachers in South Sumatra, comprising 142 novice teachers (with ≤10 years of experience) and 90 experienced teachers (with>10 years of experience). A descriptive-comparative quantitative design was employed, using two structured questionnaires to measure teachers’ perspectives on ESD and their Technological Pedagogical Content Knowledge (TPACK). Findings revealed that teachers generally showed a strong commitment to ESD but only a moderate conceptual understanding. Within TPACK, attitudes were rated the highest, whereas technological and inquiry-based competencies were rated the lowest. Novice teachers scored higher than experienced teachers, while participation in environmental education training or prior teaching experience in related topics improved readiness. This study highlights the importance of continuous professional development in enhancing teachers’ technological and inquiry-oriented capacities. Strengthening these dimensions is crucial for effectively embedding ESD into biology teaching and science education more broadly. By addressing these gaps, the integration of ESD can move beyond awareness toward transformative learning that equips students with the skills and dispositions needed for sustainable futures.

The times always had implications for the education, not least the trend of the industrial revolution 4.0. Therefore, students must be able to compete and use technology intelligently and appropriately. It is the obligation of educators to be able to equip and develop skills for students, so that they have high competitiveness. These skills can be in the form of critical and creative thinking skills. The aims of this study is to Measuring students’ critical thinking skill Using online systems. These skills can be measured quickly and precisely through online test, which is currently in line with the era of the industrial revolution 4.0 which emphasizes the internet of things. This measurement is carried out for biology education students in the first semester. The measurement results show that the critical thinking skills of biology students in grade one are still low. The categories of critical thinking skills that most high is the ability to Ask and answer questions the scores achieved by 63.3%. While the lowest category is create and determine the results of consideration with a score of 51.6%.

This study aims to determine the effect of Problem Based Learning (PBL) model on higher-order thinking skills (HOTS) of Eleventh-grade students on motion system material in SMA Negeri 1 Indralaya Utara. The research method used was Quasi-Experimental with the research design of Non-equivalent Control Group Design. The sampling method used was Saturated Sampling Techniques. The instruments of data collection are HOTS test questions in the form of multiple choices with five answer choices in twenty-five questions. Observation instrument of learning implementation used Checklist with twelve observation items. The response instruments of students use questionnaires with a Likert scale. HOTS data were tested using the Mann-Whitney test, and then the learning implementation data and students’ response data were analyzed descriptively. This data processing uses SPSS twenty-three. Based on the results of the hypothesis test, the sig value is 0.00 (sig <0.05), which shows an effect studied was significant. The implementation of learning has Good Category, while the response of students has very good and good categories of the two types of the response of students measured. Based on the hypothesis test results can be concluded that the PBL’s model can significantly influence higher-order thinking skills of Eleventh-grade students on motion system material in SMA Negeri 1 Indralaya Utara.