21st century learning plays an important role in producing quality human resources, in order to have global competitiveness. Among the competencies students must have is new literacy, as an extension of scientific literacy that has been proclaimed by the previous government. New literacy includes data literacy, technology literacy and human literacy. Besides that, students also need to have disaster literacy, because Indonesia is located in an area prone to disasters. This study aims to determine the scientific literacy (conceptual understanding) of students, and knowing the extent of integrating new literacy and disaster literacy into learning in schools. The type of research conducted is survey research. The instruments used were concept tests, learning observation sheets, interview guides for teachers, and textbook analysis sheets. The concept test was given to 78 class XI students from three different schools, and interviews were conducted with 3 physics teachers in the three schools. Book analysis was performed on 5 physics textbooks that are widely used in schools. Data are analyzed quantitatively and qualitatively. The results showed that learning in schools is still traditional or teacher-centered learning. The integration of new literacy and disaster literacy in the learning process and textbooks used is still low. Understanding of student concepts is also low and misconceptions occur. Therefore, the recommendation from this preliminary study is the need to develop physics teaching materials that integrate new literacy and disaster literacy, and can improve students’ understanding of concepts according to the demands of the 21st century.

An urgent learning problem in the Covid 19 pandemic is the unavailability of IT-based teaching materials that support online learning. In addition, in learning physics there are also fundamental problems, namely students’ low understanding of concepts. Misconceptions often occur in learning physics, especially in the concept of motion. Therefore it is necessary to know the problems and supporting factors of learning, especially in motion material, so that the right solution can be found. This study aims to determine students’ understanding of the concept of motion and to determine the conditions of learning in one of the high schools in Padang Pariaman Indonesia. This type of research is descriptive research, in the form of survey research. The instrument used was a concept test of motion taken from the FCI (Force Concept Inventory), this test is equipped with questions of belief and answers to the students’ reasons. Another instrument is a student and teacher questionnaire. The sample consisted of 31 superior class students and 3 physics teachers. The results showed that 36% of students had misconceptions, 34% of students did not understand the concept and only 30% of students understood the concept even though they had studied the topic being tested. Teacher learning is also lacking in identifying misconceptions (50%), less experimental activities (50%), discussions (58%) and other activities that actively involve students. Meanwhile students want learning that involves them actively even in the conditions of online learning during the current Covid19 era.

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Problems often experienced by students in learning physics are misconceptions and low understanding of concepts. One solution to this problem is to apply conflict cognitive learning. The purpose of this study was to analyze: (1) the problems that lead to the application of cognitive conflict learning, especially in physics learning, (2) the stages of cognitive conflict learning that are often used, (3) the effect of cognitive conflict learning on education levels, (4) the effect of cognitive conflict learning on eye lessons, and (5) the effect of cognitive conflict learning on learning competencies. This study uses a meta-analysis method, namely analyzing similar scientific article documents. The sample consisted of 25 national and international articles published in 2012-2020. Data analysis used the effect size equation, percentage techniques, and descriptive analysis. The results and findings of the study indicate: (1) The problems that often cause cognitive conflict learning to be applied to physics learning are poor understanding of concepts and misconceptions, (2) Learning conflict cognitive has different stages, but the most widely used consists of three main steps, (3) Cognitive conflict learning has a high effect on being applied in high school, (4) high effect cognitive conflict learning is applied to physics lessons, and (5) Learning conflict cognitive has a high influence in increasing understanding of concepts and overcoming misconceptions, especially physics. This study indicates that cognitive conflict learning has a good influence in overcoming conceptual understanding problems, especially in learning physics in high school.

Curiculum.2013 requires.the students to be able to improve.the understanding of a.concepts. But it stil not realizet One of the solutions of this problem is to make physics teaching.materials based on cognitive conflicts on atomic nucleus to improve students’ conceptual understanding. The purpose.of this a research is to produce a valid cognitive conflict-based teaching material design. The type of research is Design / Development Research usingn the Plomp model. However, this research is limited to theaPreliminary.Research and Prototype.Phase. The first step is Preliminary Research by analyzing needs and context by conducting journal analysis and interviews with physics teachers in schools. The second step of the Prototype.Phase is the development stage by making the design of teaching materials, conducting validation by researchers (self evaluation) and experts review. From the results.of.the Preliminary Research stage, it was found that in the atomic nucleus theory there were still many misconceptions, there were no teaching materials that integrated models and there was a lack of guidelines for conducting virtual laboratory. In the Prototype Phase, it was found that the results ofathe design of teaching materials is based on cognitive conflict that were developed had passed the self-validation and experts validation tests with a very valid validity level with an averaga value of 0.87. With the acquisition of this value, the design of physics teaching materials based on cognitive conflict is declaredjfeasible.to be used in the learning processin order to improve the conceptual understandingof the students.

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This study aims to produce valid cognitive conflict-based interactive multimedia. This study uses the Plomp development model, which reports the results of the preliminary study and the prototyping phase. In the preliminary phase, five journals were analyzed and data were collected through teacher questionnaires. In the prototyping phase, multimedia is designed and self-evaluation is carried out and data collection is carried out through expert review questionnaires. The results of the journal analysis show that students' misconceptions about static fluid material are quite high. The results of the questionnaire show that learning is still teacher-centered, and interactive multimedia teaching materials are not yet available that can improve understanding of 4C concepts and skills. Based on the results of the preliminary research, in the prototyping phase, interactive multimedia based on cognitive conflict was designed using the Adobe Animate cc 2019 application. Interactive multimedia was arranged according to 4 syntaxes of cognitive conflict-based learning models, namely activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, and reflection. . Each syntax is designed to improve students' conceptual understanding and 4C skills. The results of the interactive multimedia prototype self-evaluation obtained very good criteria. The results of the prototype validity test obtained a very valid category. Interactive multimedia has been valid in material substance, learning design, visual communication display, and software utilization.

The reality in the school shows that literacy students have not been implemented well and still have a low understanding of physics concepts as well as misconceptions of physics by students. The unavailability of teaching materials or multimedia that can specifically improve literacy and student’s understanding of concepts. The goal of this research is to develop interactive multimedia based on cognitive conflicts integrated with new literacies that are valid and practical. The research was conducted using a type of research of Plomp model development. The object of research is the interactive multimedia cognitive conflict. Product validity was tested using the instrument validity by the experts consisting of 5 lecturers of Physics, test the practicality of the product using the instrument practicality are one to one and small group by the students of class XI of SMAN 2 Padang. Data analysis techniques for validity and practicality of the product used descriptive statistical analysis. Interactive multimedia based on cognitive conflicts integrated new literacy on thermodynamics and wave mechanics materials for students of class XI high school is valid and practical. Interactive Multimedia can be used by teachers and students in learning activities.