Pre-Service Physics Teachers' Self-Assessment of Professional Competence After Following PPG (Teacher Professional Education)

This study aimed to evaluate the effectiveness of the Physics TPE program in improving teacher professionalism by considering the perceptions of its graduates. Data were collected through a self-assessment questionnaire/survey given to Physics TPE graduates regarding their teacher professional competence before and after participating in TPE. A total of 36 physics TPE graduates participated in this study. The results showed significant improvements in various aspects of teacher professionalism. Graduates reported improvements in their mastery of educational foundations, teaching program preparation, teaching program implementation, assessment, and student character building. In particular, the greatest improvement was observed in mastery of educational foundations, likely due to the alignment of the TPE curriculum with the stages of effective teaching. While teaching implementation showed the smallest improvement, it was still positive. Overall, the Physics TPE program was perceived well by its graduates, indicating its potential to contribute to the professional development of physics teachers

Enhancing Technology Literacy and Creative Thinking through STEAM-Based Learning: A Comparative Study of Junior High School

This study aims to compare the effectiveness of conventional learning and STEAM-based learning in improving technology literacy and creative thinking skills among junior high school students. The STEAM (Science, Technology, Engineering, Art, and Mathematics) approach, integrated through a Project-Based Learning (PjBL) model, offers an interdisciplinary learning experience that directly supports students' critical thinking and technological literacy in line with 21st-century competencies. Using the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research involved 155 eighth- grade students from SMP N 3 Banguntapan. Two classes were randomly selected: one as the experimental group applying the STEAM-based learning device, and the other as the control group with conventional methods. Quantitative data from pretests and posttests showed a significant improvement in the experimental group’s technology literacy (M = 83.96) and creative thinking (M = 73.44) compared to the control group (M = 72.93 and M = 68.62, respectively). These results indicate that the STEAM approach not only enhances conceptual understanding but also fosters active, collaborative, and innovative learning environments. This research supports the integration of STEAM in science education as a strategic response to educational challenges in the digital er

Integration of Gamification in Physics Learning: A Development Study of FISIPOLY Using the Genially Platform for 10th Grade High School Students

Physics is often perceived as a challenging subject due to its abstract nature and reliance on advanced mathematical skills, leading to students’ difficulties in grasping core concepts. Gamification in education has been proven to enhance motivation and engagement in learning. This study aims to develop a Genially-based learning media, FISIPOLY, focused on Global Warming for 10th-grade senior high school students. The research employed the 4D model (Define, Design, Develop, Disseminate). Validation was conducted by material and media experts, followed by product trials involving 10th-grade students. Results demonstrated that FISIPOLY met valid criteria and was deemed suitable for physics instruction. Student trials revealed very good for both content and media aspects. Thus, the gamified genially based FISIPOLY proves feasible for enhancing physics education

The Effect of Critical Thinking Skill Categories on Students' Cognitive Learning Outcomes in Dynamic Fluids Topic

The objective of this study is to determine the difference in the influence of critical thinking skill categories on students' cognitive learning outcomes in dynamic fluid material. Education is a process aimed at helping students develop their potential, encompassing intellectual, moral, and life skills development. In senior high school (SHS), physics is a compulsory subject that many students find challenging. Research indicates that numerous students struggle to comprehend physics material, particularly dynamic fluids. The low learning outcomes are also influenced by the still-limited critical thinking skills among students in Indonesia. The use of a STEM approach combined with a Problem-Based Learning (PBL) model can enhance critical thinking skills and learning outcomes. This study employs a quasi-experimental design with a quantitative approach, utilizing a 2x2 factorial design. Two groups were tested: an experimental group taught using a STEM-PBL e-module and a control group using a conventional physics textbook. The population consisted of 11th-grade students at Senior High School 3 Surakarta. Data collection techniques included documentation, tests, and observation. Hypothesis testing was conducted using two-way ANOVA after meeting classical assumption tests, followed by Scheffe's post-hoc comparison. The hypothesis test results indicate a significant difference in the influence of high and low critical thinking skills on students' cognitive learning outcomes in dynamic fluid material)

Enhancing Students' Critical Thinking Skills: A STEM-Integrated Problem-Based Learning Model

This research seeks to illustrate the enhancement of students' critical thinking abilities by adopting a problem-based learning model that employs a STEM approach. The study employed an experimental design that included a non-equivalent control group. Information was gathered using test questions about the subject of sound waves. The data on critical thinking skills were evaluated through the N-gain test, normality assessment, homogeneity assessment, paired sample t-test, independent sample t-test, and effect size analysis. The findings showed that the average N-gain of critical thinking abilities in the experimental group was 0.64, whereas in the control group it was 0.29, with both classified as moderate. The paired sample t-test produced a significance value. A (2-tailed) value of 0.000 shows a notable difference in critical thinking abilities before and after the educational process. The findings from the independent sample t-test indicated a significance. (2-tailed) value of 0.000, signifying a difference in the mean N-gain of critical thinking abilities between the experimental and control groups. The effect size analysis indicated a value of 0.82, which was classified as large. According to these findings, the problem-based learning model incorporating a STEM framework can significantly improve students’ critical thinking abilitie

Scientific Approach in Cognitive Conflict Strategy: Effects on Cognitive Learning Outcomes Based on the Assertive Attitude of High School Students

Distance learning requires teachers to determine and use appropriate learning methods, models, and strategies. However, the lack of variety in these three things makes students less active. The research objectives include finding out whether or not there are: 1) difference the influence of the application of cognitive conflict learning strategies and mind mapping with a scientific approach on students' cognitive learning outcomes, 2) the difference in the influence of high and low category students' assertive attitudes on students' cognitive learning outcomes, and 3) the interaction of the influence between the use of learning strategies and assertive attitudes on the results Cognitive learning for class The research method applies experiments through a 2x2 factorial design. The population includes all class XI MIPA students, comprising five classes and totals 166 students. Samples were taken from 2 classes from 5 classes. The sampling technique refers to Cluster Random Sampling. Data collection techniques are done through documentation, tests, and questionnaires. The data analysis technique uses prerequisite tests, namely the normality and homogeneity tests. Next, a hypothesis test was carried out using a two-way ANOVA with unequal cell contents. The results of the research are that there are differences in the influence of the use of cognitive conflict learning strategies and mind mapping using a scientific approach on students' cognitive learning outcomes (F observation = 4.227 > F table = F 0.05; 1; 53 = 4.02); t there is a difference in the influence of assertive attitudes of students in the high and low categories on students' cognitive learning outcomes (F observation = 7.265 > F table = F 0.05;1;53 = 4.02); and there is no interaction effect of the use of learning strategies with an assertive attitude on students' cognitive learning outcomes (F observation = 0.809 < F table = F 0.05; 1; 53 = 4.02). This study’s contribution the effectiveness of applying cognitive conflict learning strategies and mind mapping through a scientific approach to Cognitive learning outcomes on Elasticity and Hooke's Law material

A Study of the Results of Time-Dependent Ginzburg-Landau Equation Using Scilab

This study aims to examine computational (numerical) programs in solving the Ginzburg-Landau Time-Dependent Equation. The Ginzburg-Landau Time-Dependent Equation (TDGL), which is often used to model the dynamics of superconductors in external magnetic fields.  The TDGL equation is made using the Scilab platform, then the results are compared with the results of Fortran. This study involves experiments with variations in superconductor size to observe their effect on simulation results. The main focus of this study is to study the relationship between the mean magnetization of superconductors and external magnetic fields (He), as well as to evaluate the accuracy and efficiency of the results obtained from the two computing platforms.  These results show the relationship between the mean of the superconductor magnetization and the external magnetic field, as well as a comparison of the Vs He graph of Scilab and Fortran showing the relationship between the superconductor order parameters and the external magnetic field

Development of Electronic Physics Modules with a Scientific Approach Using the Lectora Inspire Application in Static Fluid Materials

This research aims to scientifically develop a Physics-based electronic module approach using the Lectora Inspire application on Static Fluid material, knowing the feasibility of the electronic module being developed. The type of research used is R&D (Research and Development), with development procedures using the ADDIE model. However, the procedures carried out only reached the third stage: analysis, design, and Development. The data used in this research are qualitative and quantitative data obtained from research subjects. The analysis stage is carried out by analyzing the needs of teachers and students in Physics learning activities. The design stage is the design of compiling electronic modules according to the results of the needs analysis. The development stage was validated by two expert lecturers as expert validators, three teacher validators (users), and trials by students consisting of 3 students in one-on-one trials, nine students in small group trials, and 96 students in field trials. Product feasibility is obtained based on validation results from expert validators, teacher validators (users), and student trials. The data collection techniques used were documentation and questionnaires, which were analyzed based on Azwar's opinion. Based on the results of the research and discussion, it can be concluded that the results of expert validation obtained an average score of 110, teacher validation of 108.6 from a maximum score of 116, and the average score of one-on-one trial results was 21.33, the average of small group trials was 22.11, and the average of field trials was 23.05 so that The developed electronic module meets criteria very good. Hence, it is very suitable for use in high school learning

Application of the Contextual Teaching and Learning (CTL) Learning Model with the Help of Quizizz as an Evaluation Media in Improving Problem Solving Ability

Literacy and numeracy in physics are still lacking which is dominated by teachers and is always considered difficult by SMA Negeri 1 Blangkejeren students, The purpose of this study was to determine the Contextual Teaching and Learning (CTL) and Quizizz learning models can improve students' problem solving skills on momentum and impulse material. The method used in this research is the Quasy experiment method with a quantitative approach and the research design is Nonequivalent Control Group Design. This research was carried out by giving a pretest-posttest class. By cluster random sampling techniques, so the samples determined were class X. The number of samples per class is 27 students. The research measurement tools used in the study were RPP and LKPD that had been prepared containing several steps of the CTL learning model that were to be realized in the teaching and learning process as well as test questions to obtain data related to the results of students' problem-solving abilities. The tests that were prepared in the form of questions included 13 questions based on ability indicators based on Bloom's Taxonomy including C1 (understanding) to C5 (evaluating). The test data provided were the average pre-test and post-test scores CTL (Contextual Teaching and Learning) learning with Quizizz evaluation media provides better results than using conventional learning models, with game-shaped questions and scores making SMA Negeri 1 Blangkejeren students compete to get better scores

Development of an Enrichment Book with Hematite as a Battery Electrode in Renewable Energy Learning

Learning innovation is needed to maximize interaction between teachers and students so that learning is much more effective and efficient, one of which is through enrichment books so that students learn not only theory but also its application. Enrichment books were developed to enrich students' knowledge. In this research, an enrichment book will be created using hematite as a battery electrode in renewable energy learning. The aim of this research is to determine the development and feasibility of enrichment books using hematite as battery electrodes in renewable energy learning. Enrichment books are an innovation in education that was developed to enrich information that is not obtained from textbooks. The method used in this research is R&D. The research was carried out using the ADDIE model, but this research was limited to the development stage. The enrichment book was developed using the Canva application. The data collection technique was carried out using a purposive sampling technique. The enrichment book that has been created is validated by distributing questionnaires to expert validators and practitioner validators. The research was conducted at three schools in the Greater Solo area, namely S MA N Kebakkramat, MA Al Madinah Nogosari, and SMK Batik 2 Surakarta. The results obtained show that the enrichment book with hematite as a battery electrode can be applied in physics learning on renewable energy materials with a validation score of 68.41 or perfect criteria. This research can be the basis for developing enrichment books using hematite as battery electrodes in Renewable Energy learning