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.

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This study provides a literature review on the trend of using Augmented Reality (AR) in science learning. A relative literature review was carried out by collecting 30 journals from the Science Direct and Google Scholar databases in the period 2012 to 2021. This paper examines the research that has been done on the use of AR in science learning and classifies it into 11 topics, namely about inquiry skills, critical thinking, conceptual knowledge, misconception, conceptual understanding, knowledge construction, learning outcomes, attention, attitude, achievement, motivation, collaborative and autonomous learning. A review of the research results shows that the overall use of AR technology in recent years has increased, especially on the topic of attitude and achievement which has a positive impact on science learning. While on the topic of misconceptions, inquiry skills, attention, collaborative and autonomous learning has not been widely studied by researchers. In addition, the use of AR in science learning has challenged such as students, teachers, and technical. This is interesting for further research.

The research objective of this is to see how to apply science practicum online using Microsoft Teams and Learning Management System (LMS). The form of this research is classroom action research which aims to apply the online science practicum during the Covid 19 pandemic. Therefore, it is carried out using two cycles in the application of online science practicum. The subjects of this study were students of the seventh semester in the Natural Science practicum course. Through observation and evaluation, it is shown that in the cycle I the percentage of practicum implementation which includes aspects of preparation, process and data and practicum results is 87.5%, in cycle II it has increased to 92.5%. In the assessment aspect of the practicum report, the average practicum assessment obtained in the first cycle was 3.09 from the highest score of 4 and in the second cycle was 3.7, while the aspect of student knowledge about the use of the Microsoft team which was taken using google form was 93%. In the aspect of student knowledge about the use of Learning Management System (LMS) by 75% and aspects of student understanding in the implementation of online science practicum using Microsoft Teams by 75%.

Now, this is referred to as the industrial era 4.0, which is present simultaneously as the era of disruption. Therefore, this study aims to produce Electronic Student Worksheets of Physics (eSWoP) with the help of Sway to use PhET Simulations on physics learning about temperature and heat. This research was conducted using ADDIE (Analyze, Design, Development, Implementation, and Evaluation) research methods. The sample for the application of eSWoP used in the study was 86 students aged 16-18 years from a province in Indonesia. The result of this study is a PhET-assisted eSWoP teaching material that can be used through various electronic devices, using PhET simulations that can help students understand physics subjects at temperature and heat. In the questionnaire given to students, information was obtained that eSWoP media is useful, easy to use and can increase students’ learning motivation. It was suggested that eSWoP technology could be a powerful and effective tool to enable students from the physics lesson into the inquiry process. Moreover, the implications of using eSWoP for teaching physics and recommendations for further studies are also discussed in this study.

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Learning media can enhance the learning process and can enhance cognitive skills. This research aims to use the Innovative Smart Orbital (ISO) approach to improve the cognitive skills on the concept of heat transfer. ISO is a new development medium which is a modification of the snakes and ladders games. An experimental class and a control class were used in this study. The experimental class learning is done using inquiry with ISO. In the control class, learning is done using inquiry only. Three hundred and four (304) students from 10 classes took part in this study. A purposive sampling technique was used to select them. The posttest score of cognitive skills of students before learning was 18.2 with an ideal score of 60. The posttest score of cognitive skills of students after learning was 49.5. The man normalized gain score of the experimental class was 0.44. Using the ISO medium led to a moderate increase in cognitive skills on the heat transfer concept.