This research aimed to examine the strategy effectiveness of the Integrating Inquiry-based learning and Student Teams Achievement Division (INSTAD) compared to other strategies: Inquiry; Student Teams Achievement Division (STAD); and conventional learning, in order to narrow Upper Academic Ability (AA) and Lower Academic Ability (AB) science students’ learning outcome gap. As many as 136 research subject, consisting of AA and AB 7th grade students in equal numbers were selected using stratified random sampling from 27 State Junior High Schools in Surakarta, Indonesia. This research employed 4x2 factorial design as a method. Students’ learning results were measured with an essay test, then analyzed using Anakova. Findings demonstrate that INSTAD is the optimum strategy to constrict AA and AB students’ science grade point average, compared to Inquiry, STAD, and conventional learning.

Video-Based Interaction (VBI) for teachers does not have any meaning without the presence of an instructor and a process of interaction. This study aimed to analyze the effectiveness of VBI in Teacher Working Group (TWG) forums to improve teachers’ professionalism in science learning in elementary schools. This study involved 36 teachers in rural and city areas by using a one group pretest - posttest design. N-gain was used to analyze the effectiveness of VBI in TWG forums to improve teachers’ teaching skills. The study showed that VBI significantly increases teacher professionalism to reach professional levels. The results were also consistent with the N-gain category of teacher professionalism in planning, implementation, and relations components.