<p style="text-align: justify;">Online learning during the Coronavirus disease (COVID-19) pandemic has awakened and affirmed the necessity of learning based on digital technology. The article was aimed to analyze the effectiveness of online learning at bachelor’s, master’s, and doctoral degrees of Islamic Religious Education as a reference to develop a learning pattern post-COVID-19 pandemic. The research employed a mixed-method design with a concurrent triangulation model. The samples were taken using stratified random and purposive sampling. Meanwhile, the data were collected through questionnaires, in-depth interviews, and forum group discussion. A descriptive analysis and one-way analysis of variance were used to analyze the quantitative data, while interpretative descriptive for the qualitative data. The research showed that online learning during the COVID-19 pandemic at the bachelor’s, master’s, and doctoral degrees of Islamic Religious Education have been effective. In detail, online learning at the doctoral degree was the most effective among all. On the other hand, face-to-face learning is still necessary. Therefore, the learning pattern developed post-COVID-19 pandemic combines face-to-face and online learning (hybrid learning). The formulation is adjusted to the characteristics, educational purpose and orientation, level of ability, readiness, and learning autonomy of the students at each educational level.</p>

The aim of this study was to determine the enhancement of students' competencies and knowledge domains of scientific literacy after the levels of inquiry on integrated science instruction was implemented on the theme of environmental pollution. This study used pre-experimental research method with one sample pretest-posttest design. Data were collected through scientific literacy test, observation sheet, worksheet, and questionnaire instruments. Wilcoxon Signed Ranks test results showed that there was a statistically significance different between the pretest scores and the posttest scores after implementing levels of inquiry. Significance is shown by both domains of competencies and knowledge aspects studied. Results indicated that the implementation of levels of inquiry in integrated science lesson can enhance students' scientific literacy on competencies and knowledge aspects. It was concluded that implementing the levels of inquiry can help students to practice inquiry skills to enhance their scientific literacy which requires the application of competencies and knowledge they have. In addition, it was also found that the students' have positive response about using inquiry systematically in science instruction.

This study aims to simply examine the relationship between optics and astrophysics by visualizing the refractive index and reflectance of sodium metal based on Drude's theory using MATLAB. Sodium metal is used in this study because it is an alkaline metal found on Earth which is a life-supporting element. MATLAB is used to visualize the refractive index and reflectance of sodium metal based on Drude's theory because it is one of the software that is often used by students in supporting optics and astrophysics courses. This research presents a simple way for students to visualize the refractive index and reflectance of sodium metal based on Drude's theory with the help of MATLAB. Visualization of the refractive index and reflectance of sodium metal based on Drude's theory begins by describing the equations of the refractive index and reflectance based on Drude's theory. We realized the visualization of these equations in graphical form with the help of MATLAB. In this study, students were able to visualize the refractive index and reflectance of sodium metal based on Drude's theory using MATLAB by varying the frequency of sodium plasma and sodium attenuation frequency.

This research aimed to describe undergraduate students’ misconception about projectile motion after learning physics during the Covid-19 pandemic era. This research was qualitative research with a descriptive method. The subjects were 52 first-year undergraduate students who took physics courses. Data collecting methods used in this research were a test, questionnaires, and interviews. The test was taken from Physics by Giancoli with an additional question about certainty of response index (CRI). Data from the test were analyzed by categorizing it into lack of knowledge, knowledge of correct concepts, and misconception while open-ended questionnaires and interviews were used to help to clarify the condition. The test results indicated that 5.13% of students in lack knowledge, 28.85% the knowledge of correct concepts, and 66.02% in misconception. The questionnaire responses showed that students learned physics via online meeting with direct instruction model and ask-answer method, exercised with only applied problem (C3), and virtual practicum. The interviews showed that only a few of the students learned physics and responded to the lecturer during the online meeting. The results are that the majority of first-year undergraduate students are in misconception after learning physics during the Covid-19 pandemic era and need remedial learning about projectile motion.