The Project Based Laboratory Learning (PJBLL) model is an innovative physics teaching model designed to enhance student’s sciences process skills and creativity. Therefore, this research aims to analyze the effectiveness of PJBLL model to improve sciences process skills and creativity physics students who were programmers in Unesa’s laboratory. The study design used one-group pretest-posttest design. Data collection methods were conducted by using tests sciences process skills and creativity. Data is analyzed using Paired t-test and N-gain. The results of the study show that there was a significant increase in student’s sciences process skills and creativity at α = 5% with N-gain average of moderate category. Thus, the PjBLL model is effective for enhancing student’s sciences process skills and creativity.

The inquiry-link maps in learning physics can help students to improve their science process skills. Science process skills can be identified through students’ understanding of physics. This study aims to describe the profile of students’ understanding of physics and its relationship with science process skills through inquiry-link maps. The profile of students ‘understanding of physics is known based on the results of the students’ initial test scores on physics material which is also accompanied by filling out a questionnaire response. The results on students’ initial understanding of physics are shown in quantitative and qualitative data. Based on the results of the study, students have adequate specific knowledge of physics ability, especially on several material. Physics materials that are considered difficult is thermodynamics because the teacher does not give examples, and the student is never doing laboratory activities. The results show that students have difficulty in applying scientific methods which is one of the indicators in science process skills.

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Problem solving skills (PSS) are the skills needed to face the challenges of the industrial revolution 4.0, which need to be developed through the learning process, and are still a challenge for teachers today. This study aims to determine the effect of the implementation of problem-based learning (PBL) in practicing students’ problem solving abilities on material momentum and impulses. The research utilised a pre-experimental design with one-group pretest-posttest paradigm. The sample in this study consisted of 3 groups: one experimental group and two replication groups. The results showed that the implementation of PBL affected the problem solving abilities of students in the experimental and replication groups. The three groups experienced a different increase of PSS due to several factors, namely the implementation of learning, the existence of different student intelligence and student activities during learning.

The purpose of this study explains the effectiveness of the student activity sheet model to enhance scientific creativity and student learning outcomes and student responses to the learning process. The research design used pre-experimental with one group pretest-posttest design. The study's subject was the student activity sheet (SAS) model and the implementation of primary teacher Education undergraduate students who programed a science introductory concept course during the 2019.1 registration at Open University. Data collected using test methods and questionnaires with product cognitive test instruments, cognitive process tests, scientific creativity tests and student questionnaire responses. Data analyzed by t-test and the proportions calculated. Normality test and homogeneity test are done before the t-test is applied. Increased creativity and student learning outcomes are calculated using normalized N-Gain. The results showed: 1) Improvement of students' scientific creativity after joining learning in the medium category. 2) Improving student learning outcomes after participating in learning in the good category. 3) Student responses to the learning process in the positive category. Based on the above, it can be concluded that the application of student activity sheet model used in learning activities to improve scientific creativity competency and student learning outcomes is effective.

Critical thinking skills (CTS) are still one of the research trends in this decade, including during the COVID-19 pandemic. Research will focus on generating a profile of CTS on physics learning during COVID-19 pandemic based on bibliometric analysis using VOSViewer. The findings indicated there were some parameters or interrelationships among variables to capture current and future trend of CTS on physics learning, such as analysis, implementation, effectiveness, effect, development, and technology. The research implications are supported by recent research: (1) These findings will provide an empirical basis for the development of physics education research, especially online physics learning during the COVID-19 pandemic to practice CTS; (2) CTS can still be a research trend in the latest research; (3) Digitization of physics learning is becoming a trend to be carried out gradually and continuously.

The Project Based Laboratory Learning (PjBLL) model is designed to improve the process skills and creativity of physics teacher candidates who meet practical and effective criteria. The model was developed using the Plomp design through the preliminary study, prototype stage, and assessment phase. The study design used one-group pretest-posttest design. The research subjects were 64 grade B and C physics students who were programmers in Unesa’s laboratory. Data is collected through assessment of expert validity, observation, tests, documentation, interviews, and questionnaires. Data is analysed using qualitative and quantitative descriptive statistics, N-gain and paired t-test. The results of the study show that: (1) the PjBLL model developed is included in practical category because the component model can be implemented in learning activities well, without significant constraints. (2) The PjBLL model developed is included in the effective category because the student’s process skills are improving in the medium criteria with an average N-gain of 0.58, students are able to produce creative products with a mean N-gain of 0.56, and students respond positively to the device and learning process. The implementation of the PjBLL model needs to be expanded to provide greater support for the practicality and effectiveness of the model. Based on the above, it can be concluded that the PjBLL model developed is practical and effective to improve the process skills and creativity of physics teacher candidates.

E-Book Research Increases every year consistently and has an excellent opportunity to be developed. This study aims to examine the type of document, the author's keywords, the country's contribution to learning about the subject of e-books in physics, and potential future research topics related to e-books. Through bibliometric analysis, a literature review is used in this research method with the help of Publish or Perish (PoP) software and Vosviewer to find articles. The data source was obtained from the Google Scholar database, which obtained 13,200 articles in 2017-2021 with the keywords "E-Book Physics Education". In the meantime, the Scopus database found 21 publications with the term "E-Book Physics" from 2007 to 2021. The results of the bibliometric analysis show that the trend of research topics and the contribution of Indonesian researchers is still relatively lacking, but the highest publication contribution by Indonesia. This is a challenge for future research to prove the extent to which the existence of E-Books can continue to be developed. Additionally, there are suggestions for research areas in learning with keywords, one of which is STEM. Therefore, E-Books can be used with a STEM approach to enhance students' learning abilities, particularly in understanding physics, and be used in subsequent studies.