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Penelitian ini bertujuan untuk mengetahui kelayakan media pembelajaran Virtual Physics Lab (ViPhyLab) dalam Praktikum Hukum Kirchhoff. Metode penelitian yang digunakan adalah metode Research and Development (R&D) menurut Sugiyono, dengan subjek penelitian ini adalah 3 validator untuk mengetahui kelayakan media ViPhylab dan 16 siswa kelas XI MIPA SMA Al-Fath Cilegon yang digunakan untuk mengetahui tanggapan siswa terhadapa media ViPhyLab. Hasil penelitian menyatakan kelayakan media ViPhyLab hasil pengembangan yaitu sebesar 87,45% dengan kategori sangat layak dan tanggapan siswa terhadap media ViPhyLab menyatakan sebanyak 90,4% siswa menanggapi media ViPhyLab dengan kategori sangat baik.

The scientific development process can be carried out with STEM (Science Technology Engineering Mathematics) education where this interdisciplinary approach trains students to learn where the concept of science is combined with the context in applying science, technology, engineering, and mathematics. The purpose of the study is the development of Interactive Book Augmented Reality (IBAR) for Lesson Physics on STEM. The research method is the ADDIE Model which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The sample for the implementation of IBAR used in the study amounted to 90 students aged 19-22 years from a province in Indonesia. The results showed that IBAR contributed to students’ concepts in physics. In the questionnaire given to students, information was obtained that the IBAR application was more useful, realistic, and interesting for their learning; help them understand and analyze problems and STEM scenarios. It has been suggested that IBAR technology could be a potent and effective tool to enable Lesson Physics students in the STEM process. In addition, the implications of using IBAR for physics education and recommendations for further studies are also discussed in this study.

Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Problem Based Learning (PBL) berbantu Mind Mapping terhadap peningkatan kemampuan pemecahan masalah peserta didik pada materi usaha dan energi. Penelitian ini dilaksanakan di SMA Al Husna pada tahun 2020/2021. Metode yang digunakan dalam penelitian ini adalah metode Quasi Eksperimen (eksperimen semu). Penelitian ini menggunakan desain rancangan nonequitevalent control group design. Populasi penelitian tindakan kelas dilaksanakan di kelas X MIA SMA Al Husna. Teknik pengambilan sampel dengan menggunakan teknik non probability sampling dengan mengambil 2 kelas secara tidak acak yang terdiri dari 65 peserta didik. Kelas X MIA 1 adalah kelas eksperimen. Kelas X MIA 2 adalah kelas kontrol. Instrumen penelitian menggunakan 6 soal tes essay kemampuan pemecahan masalah yang telah dinyatakan valid. Hasil penelitian menunjukkan bahwa terdapat perbedaan peningkatan kemampuan pemecahan masalah fisika pada pesera didik kelas X khususnya pada X MIA 1 dan X MIA 2. Uji normal gain pada kelas eksperimen sebesar 0,36 dan dikategorikan sebagai G Sedang, dan pada kelas kontrol sebesar 0,15 dikategorikan sebagai G rendah. Pengujian hipotesis diperoleh 0,00  0,05 hal ini disimpulkan H1 diterima dan H0 ditolak sehingga model Problem Based Learning (PBL) berbantu mind mapping pada kelas eksperimen lebih baik dari kelas kontrol dengan menggunakan model konvensional.

The aims of this research to design Massive Online Open Courses (MOOCs) from now on referred to as Virtual Microscopic Simulation (VMS) to measure the Level Understanding (LU) of the construction of microscopic phenomena electric-field conceptions. The research method used is a mixed-method using embedded design. The research subjects are high school students, and one of the universities in Banten Province. The results of this study are software with features in the form of MOOCs-VMS that are categorized very well based on expert judgment on aspects of usability and learning content. The average score of media expert validation score is 96% with a very feasible category, the average score for material expert validation is 98% with a very decent category, and the average user response rate is 86% with a very good category. It can be concluded that the design of MOOCs-VMS can be used as an alternative media for conducting distance learning and is significant in building the level of understanding students.

A domain of research in physics teaching is focused on the study of the effects of different types of learning interventions aimed to help students build a scientific conception. Microscopic Virtual Media (MVM) is the application of a particular interest in physics learning because they can support microscopic powerful modeling involving physics concepts and processes. In this study, one group (experimental) of 19-20 year old students were studied to determine the MVM role in the development of a functional understanding of the concept of expansion of solids. The experimental group used MVM using DLSM (Dual Situated Learning Model). The results presented here indicate that students work with virtual media exhibited significantly higher scores in research tasks. Our findings strongly support that MVM can be used as an alternative instructional tool, in order to help students reduce their scientific misconceptions and develop an understanding of physics concepts.

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