This paper discusses the effectiveness of mobile instant messaging (MIM) Line in supporting a blended learning model and elaborates students' opinion regarding the limitations of the MIM. A total of 62 pre-service physics teachers were enrolled in an introductory physics course. Line-supported blended learning was implemented in an experiment group whereas learning management system (LMS)based blended learning was as the control group. Data were collected through test, questionnaire, and interview. The test and questionnaire consisted of 20 multiple choice questions and five open-ended questions, respectively. Meanwhile, the interview was a semi-structured interview performed through a focus group interview. The analysis results have given the information that there is no significant difference in the overall improvement of learning outcomes between the two groups. However, students in experiment group have significantly higher improvement of analy¬sis skills than their counterparts in control group.

Indonesia continues to improve the quality of education, especially in science learning. Science learning in Indonesia is not oriented yet towards improving 21st-century skills. Therefore, to develop science learning, it is necessary to improve the process thinking skills to release the potential that students have about creative thinking solutions that can be used to apply the STEM (Science, Technology, Engineering, and Mathematics) learning approach. Based on the results of preliminary research, the researchers focused this research on the implementation of the STEM approach which is oriented towards project-based learning to enhance student’s creative thinking. This research was conducted to find out the improvement of students’ creative thinking skills by applying a STEM approach oriented to project-based learning on Pascal’s law material. This research was conducted at SMAN 1 Blambangan Umpu in the first semester of the 2019/2020 academic year. The results of the study represent that the application of the STEM learning approach to pascal’s law has increased the creative thinking skills at a significant level of 0,000 and there are differences in the increase in students’ creative thinking skills before and after the application of the STEM learning approach.

This research aims to develop worthy (in terms of validity and practicality) Electronic Student Worksheets (E-Worksheet) based project using FlipHTML5 in light interference topic. E-Worksheet developed to stimulate student’s science process skills. This research used design and development research (DDR) which consisted of 4 stages, namely analysis, design, development, and evaluation. The results of the product validity were assessed by experts consisting of two high school physics teachers and a lecturer from the physics education department of the University of Lampung who got an average score of 3.56 with the very valid category. The E-Worksheet practicality in terms of the legibility, the student views that was completed by 9 students, and the teacher views that was completed by 5 high school physics teachers got an average percentage of 90% with the very practical category. These results showed that E-Worksheet were valid and very practical to stimulate student’s science process skills. Based on teacher views, the E-Worksheet is very possible to be implemented in online and face-to-face learning especially in the covid-19 pandemic era. The E-Worksheet can be used as multimedia to support online learning.

This study aims to determine how the effect of the Phyphox application on GIL based physics learning on students' creative thinking abilities. The sample of this research is students of class X IPA 3 SMA Negeri 1 Sukoharjo through purposive sampling technique. This study uses the One Group Pretest-Posttest design. The treatment was carried out through GIL based practicum activities on a simple pendulum assisted by Phyphox application. Data on students' creative thinking abilities were obtained using tests in the form of description questions. Data analysis technique using Paired Sample T-test. Based on data analysis, the average score of creative thinking ability has increased by 44%. Learning on simple pendulum materials assisted by Phyphox applications in five groups has an average acceleration due to gravity of 9,87 with an accuracy rate of 98,6%. The result is that GIL based physics learning assisted with the Phyphox application affects students' creative thinking abilities and produces accurate investigative data. Keywords: Creative Thinking Abilities, GIL, Online, Phyphox applications, Smartphone

The objective of this research was to find out the practicality and effectiveness of multiple representation based teaching material to improve student’s self-efficacy and ability of physics problem solving in static electricity material. This was a quasi-experiment research by using pretest-posttest control group design. Samples were taken by using purposive sampling. Samples were grade XII students in Public Senior High School 15 (SMAN 15) in Bandar Lampung, YP UNILA Senior High School in Bandar Lampung, and Public Senior High School 2 (SMAN 2) in Kalianda. Instruments used were observation sheets for teaching material implementation, students’ response to teaching material, student’s activity sheet, self-efficacy sheet, and problems for student’s problem solving ability test. Data were analyzed by using descriptive analysis with percentage, N-gain analysis, and independent t-test. The research results showed that multiple representations based teaching material were: 1) practical to use in learning, and it was shown by (a) the average implementation of teaching materials in each learning activity, and (b) positive student’s response in using teaching materials; 2) effective, and it was shown by (a) active category for student’s activity during learning, and (b) significant differences of self-efficacy and problem solving ability.

In recent years, the flipped classroom and STEM learning approach has become one of the interesting studies in Education. Various researches were conducted to determine their impact on learning. This research is a descriptive survey conducted to determine the needs of teachers and students about e-module with the STEM integrated flipped classroom. Data were collected using a questionnaire with 15 respondents who work as physics teachers in Lampung Province and 30 respondents from grade XI students in one of the high schools in Bandar Lampung. Based on the survey results, we concluded that (1) 86% of physics teachers stated that they needed a STEM-integrated flipped classroom e-module, and (2) 78% of students stated that they were interested in learning by using a STEM-integrated flipped classroom e-module. So it is clear that physics teachers and students in Lampung need e-modules with a flipped classroom approach and integrated STEM.

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Recently, the challenge of industrial revolution 4.0 has become a discourse in education. Education is a way for a country to face the development of modern science and technology. So, in this time, education requires systematic preparation in making interactive teaching materials as one of the important components in the learning process. This study aims to describe and analyze the perceptions of teachers and students about interactive teaching materials integrated STEM in physics learning. The study was conducted in high school in Bandar Lampung in class XI involving 133 students and 12 physics teachers. The method used is mixed method. The research instruments used were questionnaires and interviews. The results of the study show that the teacher has not fully used teaching materials with interactive multimedia, and the teaching materials used have not been integrated with Science, Technology, Engineering, and Mathematics (STEM), the kind of teaching material that is needed by students and teachers is teaching material that is interactive and integrated with STEM. STEM make it possible to students to explore their ability in Science, Technology, Engineering, and Mathematics. So, it is necessary to develop interactive teaching material integrated with STEM to face the challenges of the Industrial Revolution 4.0 and fulfill competency standards in the 21st Century. The lesson needed for developing interactive teaching materials is geometry optic.