The development of information and communication technology has penetrated various sectors, one of which is the education sector, especially in learning. The application of technology in the learning process is in the form of using virtual laboratory media to explain concepts that require a practicum, particularly in ab-stract materials. This study aims to determine students' metacognitive skills after applying the e-learning-based virtual laboratory media in physics experiment courses at the Department of Physics Education, Faculty of Teacher Training and Education, Universitas Papua. This qualitative research went through the stages of a lesson study. The data were collected from tests and questionnaires on stu-dents' metacognitive skills, observation sheets, interview guidelines, and video recordings during the open class. Further, the data were analyzed through Rasch modeling technique utilizing the Winstep application to analyze the students' met-acognitive activity questionnaire after learning. The lesson study encompassed three stages of a series of activities, namely Plan, Do, and See. In the Plan stage, discussions were held with the lecturer team to develop learning tools in the form of chapter designs, lesson plans, and learning media. In the Do stage, the model lecturer performed the learning process based on the media that had been estab-lished. In the See stage, the reflection was done to examine the learning imple-mentation carried out by the model lecturer in order to uncover weaknesses and strengths to be followed up on further learning. The results show that the quality of learning and students’ metacognitive skills at each meeting are improved. It is proven by the good and very good category of the aforementioned results. To sum up, e-learning based virtual laboratory media are able to improve learning quality and develop students' metacognitive skills in the physics experiment courses.

AbstrakKurangnya penggunaan bahan ajar yang tepat serta tidak sesuai dengan kebutuhan peserta didik menyebabkan kurangnya kemampuan menganalisis peserta didik terhadap proses pemecahan masalah. Penelitian pengembangan Lembar Kerja Peserta Didik (LKPD) berbasis problem solving Polya pada materi kalor bertujuan untuk mengembangkan LKPD yang valid, praktis, dan efektif. Tahapan pengembangan menggunakan model 4D yang dimodifikasi menjadi 3D, yaitu Define (pendefinisian), Design (perencanaan), dan Development (pengembangan). Hasil validitas perangkat pembelajaran berada pada kategori valid, diperoleh dari hasil perhitungan CVI berada pada rentang 0-1 dan dikatakan dalam kategori reliabel dengan nilai r11 yang lebih besar dari rtabel (rhitung> rtabel). Hasil analisis angket respons peserta didik diperoleh rerata persentase hasil analisis sebesar 87,9%. Hasil analisis lembar penilaian pembelajaran Fisika menggunakan LKPD berbasis problem solving Polya diperoleh rerata persentase hasil analisis pada pertemuan pertama sebesar 77,33% dengan kategori baik, rerata persentase hasil analisis pada pertemuan kedua sebesar 81,11% dengan kategori sangat baik dan rerata persentase hasil analisis pada pertemuan ketiga adalah 78,89% dengan kategori baik. Sehingga dapat dikatakan bahwa LKPD berbasis problem solving Polya yang dikembangkan valid, praktis, dan efektif untuk digunakan.Kata kunci: Pengembangan, LKPD, problem solving Polya. AbstractLack of exact use of teaching materials and does not correspond to the needs of student leads to lack of analytical ability of students to the process of problem solving. Research development worksheets based on Polya problem solving on the heat material aims to develop valid LKPD, practical, and effective. Stages of development using the 4D model was modified into 3D, namely define (definition), Design (planning), and Development (development) The results of the validity of the learning device in the category valid, obtained from the calculation of CVI are in the range 0-1 and said in category reliably with r11 value greater than rtabel (rcount > rtabel). The results of the analysis of questionnaire responses of students obtained an average percentage of 87.9% on the analysis. The analysis result of sheets assessment of learning physics used LKPD-based Polya problem solving obtained average percentage analysis results in the first meeting is 77.33% with good category, the average percentage of the results of the analysis at the second meeting is 81.11% with a very good category and average of results percentage analysis at the third meeting is 78.89% with good category. So it can say that LKPDbased Polya problem solving developed valid, practical and effective to use.

Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran fisika berbasis media laboratorium virtual, Keterampilan Proses Sains (KPS), dan persepsi mahasiswa pada mata kuliah fisika dasar. Metode penelitian menggunakan preeksperimental design dan teknik purposive sample digunakan untuk memilih sampel yaitu kelas pendidikan fisika dan pendidikan matematika Universitas Papua. Instrumen dalam penelitian ini yaitu lembar observasi dan penilaian KPS serta angket persepsi mahasiswa yang dinilai di akhir pembelajaran. Hasil penelitian menunjukkan persentase KPS yang diobservasi selama perkuliahan 86,4% ± SD 12,7 meliputi aspek keterampilan menggunakan alat, mengambil data, dan mengkomunikasikan hasil kegiatan. KPS berdasarkan hasil analisis lembar kerja mahasiswa diperoleh 77,5% ± SD 5,9 meliputi keterampilan merumuskan masalah, menyatakan praduga sementara, mengidentifikasi variabel, mengungkapkan pengertian variabel, mengklasifikasi data, menginterpretasikan data, memformulasikan model, menghubungkan antar data, dan menarik kesimpulan. KPS keseluruhan yaitu 81,95% atau kategori sangat baik. Sedangkan persepsi mahasiswa yaitu 78,53% ± SD 4,9 menunjukkan bahwa mahasiswa sangat setuju terhadap kegiatan pembelajaran yang dilakukan.

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This article explains the development of interactive multimedia which is designed using e-learning. The development technique uses ADDIE model which consists of some stages namely Analyze, Design, Development, Implementation, and Evaluation. The trial subjects in this study were 13 students of Physics Education Department in Universitas Papua who programed basic physics courses in the even semester of 2018-2019. Interactive multimedia validity was obtained based on an assessment sheet filled by 7 validators consisting of material expert validators, media experts and practitioners. Meanwhile, the effectivity and practicality of interactive multimedia was obtained based on the students’ responses after learning. The instrument used in this study was the validation sheet filled out by the validators and questionnaire about students’ responses after learning. The technique used to analyze the results of the validator's assessment was V Aiken while the questionnaire analysis used Rasch model. The results showed that the developed learning media were in the valid category for each aspect of the assessment, namely layout, navigation, functions, and pedagogy aspects. Moreover, students’ responses towards interactive multimedia used were also effective and practical in every aspect of assessment. Students gave good responses towards HOTS abilities that could be developed during learning, including the ability to analyze, evaluate, and create. Therefore, online interactive multimedia oriented to HOTS through e-learning can be applied in physics lesson.

Higher Order Thinking Skills (HOTS) sangat diperlukan oleh peserta didik guna meningkatkan kemampuannya dalam mengatasi masalah pembelajaran. Hasil observasi menunjukkan bahwa masih banyak peserta didik di SMA Negeri 1 Manokwari yang mengalami kesulitan dalam memahami konsep fisika yang menurut mereka rumit. Salah satu model pembelajaran yang dapat melatih kemampuan berpikir peserta didik atau HOTS melalui penyelesaian masalah yaitu Problem Based Learning (PBL). Tujuan penelitian ini adalah menganalisis apakah terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Metode yang digunakan yaitu Quasi Eksperimental dengan Non Equivalent Control Group Design. Teknik purposive sampling digunakan dalam pemilihan sampel yaitu Kelas XI IPA 2 sebagai kelas eksperimen yang berjumlah 24 orang dan kelas XI IPA 5 sebagai kelas kontrol yang berjumlah 32 orang. Hasil analisis uji prasyarat diperoleh bahwa data nilai HOTS peserta didik tidak terdistribusi normal dan tidak homogen sehingga dilakukan uji non parametrik wilcoxon. Nilai rata-rata HOTS peserta didik pada kelas eksperimen dan kontrol ditinjau dari aspek kognitif menganalisis 35,6 dan 32,6, mengevaluasi 60,8 dan 63,3, serta mengkreasi 32,3 dan 16,9. Nilai signifikansi uji wilcoxon sebesar 0,000 (sig 2-tailed < 0,05) yang menunjukkan bahwa terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Dapat disimpulkan bahwa model pembelajaran PBL berpengaruh terhadap HOTS peserta didik. Higher Order Thinking Skills (HOTS) is needed by students to improve their ability to overcome learning problems. The results of the observation show that there were still many students in SMA Negeri 1 Manokwari who have difficulties in understanding the concept of physics which they think is complicated. One learning model that can train students' thinking skills or HOTS through problem solving is Problem Based Learning (PBL). The purpose of this study was to analyze whether there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. The method used was Quasi-Experimental with Non-Equivalent Control Group Design. The purposive sampling technique was used in the selection of samples, namely Class XI Science 2 as an experimental class totalling 24 people and class XI IPA 5 as a control class totalling 32 people. The results of the prerequisite test analysis showed that the HOTS valuesof students were not normally distributed and were not homogeneous so that the non parametric test of Wilcoxon was carried out. The average score of HOTS of students in the experimental and control classes viewed from the cognitive aspect analyzed 35.6 and 32.6, evaluated 60.8 and 63.3, and created 32.3 and 16.9. Wilcoxon tested significance value was 0,000 (sig 2-tailed <0,05) which shows that there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. It can be concluded that PBL learning models affect HOTS students.

This study aims to improve the quality of learning in physics learning planning courses through the implementation of Project Based Learning (PjBL) assisted by E-Learning through Lesson Study activities. This type of research was qualitative research through the stages of Lesson Study activities. Subjects in this study were the 5th-semester students who program 11 physics learning planning subjects in the 2018-2019 academic year in the Department of Physics Education, University of Papua. The research data was obtained through the student learning outcomes test instrument that was given after the submission of each topic of study, observation sheet of student activities, interview guidelines, documentation in the form of video recordings during open class implementation, and student response questionnaire. Data were analyzed through Rasch modeling with the help of the Winstep application to analyze student responses after learning. Lesson Study activities consist of three phases of activities, namely Plan, Do, and See. In the Plan stage discussions with the team of lecturers were held to develop Chapter Design and Lesson Plan. In the Do stage, the model lecturer based on the tools that have been prepared does learning. In the See stage, the reflection was done to find out weaknesses and strengths during learning which is then followed up on further learning. The results showed that student-learning outcomes increased student responses to good learning and learning atmosphere seemed very fun. Therefore, it can be concluded that through the implementation of PjBL assisted E-Learning through Lesson Study activities can improve the quality of learning in physics learning planning subjects.

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