Articulate Storyline (AS) is a learning media creation software that presents materials with storylines. The presence of added characters makes the learning media more interactive and more immersed in the story presented. The use of characters is expected to appeal to students learning. The topic used in the learning media developed is Dynamic Fluid. The purpose of this research is to design a physics learning medium that implements Dynamic Fluid theories into a storyline using an Articulate Storyline. According to contextual learning theory, good learning is learning that is applicable to daily life. For further media development, researchers plan to raise the life of a plumber and associate it with Dynamic Fluid materials according to the High School Curriculum. The method used in this study is Research and Development (R&D). Media can be used via web and android. This study stated that the learning media developed is worth using with a validity value of 90.71% classified as very valid. The positive response of students to the media by 99.16%, which belongs to the category, is very good. The percentage of learning activities completed through the comprehension test was 84.4%, which falls into the category of very good. Dynamic fluid learning media based on the Articulate Storyline is suitable for use as a learning resource and as a learning companion for grade 11 high school students.

Currently, all Indonesian regions are experiencing a severe pandemic condition that affected all fields, including the education sector. The education system that is usually face-to-face has to turn online, which forces students with teaching staff to carry out the learning process from home. With online-based learning, teachers and students can take advantage of online learning-based platforms, like Google Classroom, to implement Self-Directed Learning (SDL), where there are adjustments to learning devices and material to be taught online and achieve the competencies to be trained. By using the preexperimental design method, the type of research used was one group pretest-posttest design. This article aims to apply Self-Directed Learning (SDL) in online-based high school physics learning on the subject of Newton's Law. The data analysis technique used is implementation of the learning process, normality test, paired t-test, and n-gain analysis. The application of Self-Directed Learning (SDL) is declared effective if the value on the final test (posttest) has a high value compared to the value of the initial test (pretest), as well as an increase in the results of the application of Self-Directed Learning (SDL) which is shown from the n-test. gain in the high category. In conclusion, the results of the application of Self-Directed Learning (SDL) can be done practically and are categorized as very good. The application of SDL is able to improve students' cognitive abilities in online-based physics learning for Newton's Law material.

This paper aims to analyse the research trend of erbium-doped tellurite glasses. To this aim, this paper applied bibliometric analysis. The comprehensive research document on the topic of erbium-doped tellurite glasses in the Scopus database is 695 documents. The result revealed that scientific publication on erbium-doped tellurite glasses has been increasing. China contributed the most documents on erbium-doped tellurite glasses. The visualization of the research trend on erbium-doped tellurite glasses assisted with VOSviewer software and resulted in four primary clusters: (1) the red cluster show the keywords about the synthesized and fabrication, (2) the blue cluster show the keywords about the characterization, (3) the green cluster show the user or the application of the glass with each characteristic of materials, (4) the yellow cluster show the way to analyse energy based on the parameters owned by erbium-doped tellurite glasses. The research findings are the networking of the keywords on the research of erbium doped tellurite glasses in all clusters. It means that this research is comprehend knowledge and need to be more investigate to further research.

Efforts and discourses of the need to integrate disaster education into a science curriculum for university students in Indonesia are well documented. However, lecturers need more room to introduce Disaster Risk Reduction (DRR) in a way that involves students as experiential learners. Integrating DRR into Science, Technology, Engineering, and Mathematics (STEM) subjects is a crucial point. The current study used virtual reality (VR) as a pedagogical tool for learning through experience to promote STEM-DRR at tertiary levels of education. This experimental study aimed to determine the effects of VR use on students' experiential learning based on the VR online training developed activities. The methods for data collection included observation and survey. Ten participants were in the final year of their study and were recruited based on their interest in using VR media for their thesis. The results showed that half of the participants understood the training content, and 40% were classified as knowledgeable before training. In addition, significant contributions to the learning process were observed in training, where half participants were satisfied with the new skills attained, and 80% of the participants argued that the training was beneficial to their final projects. Thus, in the present study integrating STEM-DRR into the VR training content to promote students' awareness of disaster risk is considered successful. In conclusion, the results suggest that technology-enhanced learning supports distance learning and is proven economical and efficient.

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Pembelajaran terbentuk karena adanya proses interaksi langsung antara pendidik dengan peserta didik, yang ditunjang oleh sumber dan media pembelajaran. Sering ditemukan berbagai kendala pada pembelajaran fisika, seperti siswa kurang tertarik saat guru menyampaikan materi di kelas. Sehingga Whiteboard Animation berbasis Sparkol Videoscribe dapat dijadikan alternatif media pembelajaran yang tepat dan baik untuk dikembangkan. Dari latar belakang dan permasalahan tersebut, diperoleh tujuan penelitian yaitu mengetahui validitas (media dan materi), keefektifan dan kepraktisan media pembelajaran Whiteboard Animation berbasis Sparkol Videoscribe. Serta mengetahui motivasi belajar siswa setelah menerapkan media pembelajaran Whiteboard Animation berbasis Sparkol Videoscribe. Metode pengembangan media ini termasuk pengembangan 4D dengan 4 tahapan utama, yaitu define, design, develop,dan disseminate. Hasil penelitian diperoleh data bahwa presentase validitas media mencapai 81,67% dengan kategori penilaian sangat valid, validasi materi mencapai 81,5% dengan kategori penilaian sangat valid, keefektifan media mencapai 81% dengan kategori penilaian sangat efektif, kepaktisan media mencapai 86% dengan kategori penilaian sangat praktis, dan motivasi belajar siswa sebesar 81,14% dengan kategori penilaian sangat baik.

AbstrakPembelajaran IPA berbasis kurikulum 2013 sangat identik dengan kegiatan pengamatan dan eksperimen. Pada fase pendahuluan, media pembelajaran diperlukan untuk memotivasi siswa. Beberapa alat pengukuran dalam fisika yang sering digunakan dalam kelas, sebagai contoh jangka sorong dan multimeter analog. Berdasarkan pada kegiatan Pengabdian Kepada Masyarakat (PKM) yang didanai oleh BOPTN tahun 2013, pada SMP PGRI 1 Buduran Sidoarjo, sekitar 65% guru-guru di SMP PGRI Sidoarjo mengalami kesulitan dalam mengajarkan materi alat ukur dan pengukuran di Fisika. Dengan mempertimbangkan hasil PKM sebelumnya, diputuskan untuk mengembangkan media guna membantu proses belajar mengajar dengan membuat poster dari jangka sorong dan multimeter analog. Setelah kegiatan PKM selesai, terdapat beberapa respon terhadap aktivitas PKM. Lebih dari 75% peserta setuju bahwa poster yang dibuat oleh tim PKM menyajikan kompetensi utama dalam kurikulim 2013 dengan baik dan mengembangkan pengetahuan guru sebagai peserta. Peserta juga memberikan respon bahwa poster tersebut merupakan media kreatif dalam kegiatan belajar mengajar, sederhana tetapi mengandung banyak informasi. Lebih jauh, poster juga memiliki nilai ekonomis. Sekitar 80% peserta mengatakan bahwa poster sangat membantu dalam kegiatan belajar mengajar. Respon lain yang berhubungan dengan gambar dan performa, 63% peserta mengatakan bahwa setiap poster memiliki gambar yang jelas dan 60% peserta mengatakan bahwa poster tersebut sangat menarik.

Computer Virtual Reality (VR) is another innovation in the realm of training that is applied to the educational experience. The improvement of VR innovation in the field of training has experienced a few issues. This study creates learning media in view of VR innovation created by MilleaLab. MilleaLab is a phase for making VR media with extra specific components to make a fair impression of reality to help the educating and developing experience. The headway of VR media which is named "Virtual Reality Endogen Energy (VREE)" This is finished through research, production, approval, and testing. The approval cycle was evaluated by 10 validators who are physical science media speakers and physical science instructor, the media has been pronounced substantial and solid. It shows that the media is suitable for teaching. A limited trial was conducted at one of Senior High School in Sidoarjo. The results show that the media categorised as very good. VREE received positive responses from the respondents who are 30 high school students and 10 students of undergraduate program Physics Education. In brief, " VREE " has been successfully developed as an interactive Physics learning medium that can explain mechanical wave material with volcanic eruptions as themes of study. Further research needs development of VR-based learning media on other topics and need to reiterate the answers to filling out questionnaires by students.