In the 21st-century, learning based on Science, Technology, Engineering, Art, and Mathematics (STEAM) has been increasingly popular, especially in learning physics at schools. This learning is considered to be able to accommodate many students’ abilities, especially in the aspects of understanding and higher-order thinking skills. Through a meta-analysis study, this article discusses how STEAM learning accommodated students’ creative-thinking skills. The study was carried out by collecting articles in the Scopus, DOAJ, and ERIC databases. A total of 16 selected articles based on STEAM and creative-thinking skills keywords were analyzed through 5 stages, namely orientation, conceptualization, investigation, discussion, and conclusion. The results of the analysis showed that STEAM learning can improve students’ creative-thinking skills. STEAM can be integrated with environment concept. However, research on STEAM and creative-thinking skills has not been done much in the field of physics.

Concepts understanding is the key for students to have quality knowledge. A good concepts understanding will affect the achievement of other abilities such as the ability to think critically and creatively. This study aims to see the application of two strategies, namely RQA (Reading-Questioning-Answering) and TTW (Think-Talk-Write) in improving students' concepts understanding. The research method used is posttest only control group design with a total sample of 60 students divided into two experimental classes. The treatment for the first experimental class was the RQA strategy while the treatment for the second experimental class was the TTW strategy. After the treatments, the students were given 20 questions about concepts understanding motion and force material. Based on the results of testing and data analysis, it is found that there are differences in the achievement of students' conceptual understanding between RQA strategy and TTW strategy. Based on the results of the study, it can be concluded that the three steps in the TTW strategy have a better impact on the seven aspects of conceptual understanding compared to the RQA strategy. This study provides recommendation for teachers to correctly choose learning strategies according to the character of the material to be taught.

The media and teaching materials had been developed based on the needs of students and teachers who needed immediate and precise solutions. For this reason, this study aimed to analyze students’ perspectives on physics learning and teachers’ views on electronic student worksheets (e-LKPD) based on the ExPRession model with the STEM approach to see the opportunities for developing physics teaching materials, especially optical geometric. This study involved 102 high school students and 6 physics teachers in Lampung province. This study was a descriptive qualitative study with questionnaires and interviews as the research instruments. Based on the results of the analysis, it can be concluded that the electronic student worksheet based on the ExPRession model with the STEM approach needs to be developed to improve the communication and collaboration skills, especially in physics material.

The purpose of this research and development is to determine the feasibility and attractiveness of e-learning media with STEM-based Schoology on static fluid material. This study uses the research and development method (Research and Development ) proposed by Borg and Gall. The product’s feasibility was investigated by 6 validators from three aspects of validation. The attractiveness of the product was tested on teachers and high school students aged 15-16. The results show that the e-learning media with STEM-based Schoology on static fluid material is highly feasible with a percentage of 93% based on the material expert’s validation, 86% according to media experts validation, and 83% according to IT experts validation. The results of trials on teachers and students show percentages of 90% and 92.5% which belongs to the very attractive category. It can be concluded that the e-learning media with STEM-based Schoology on static fluid material is highly feasible and appropriate to be used as a learning media.

This study aims to determine the effectiveness of Physics Learning Media course assisted by Instagram and to know its impact on students’ creative thinking skills. This study was conducted on students who took Physics Learning Media course. This research is a quasi-experimental with randomized pretest-posttest control group design. Independent sample t-test showed that the implementation of physics learning media course assisted by social media Instagram influenced students’ creative thinking skills. The ability to think creatively in students in the experimental class is higher than in students in the control class. These results indicate that Physics Learning Media course assisted by social media Instagram has an effective impact on students’ creative thinking skills.

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To fulfill 21st-century skills, one of the skills needed is communication skills in oral and written form. This study aims to practice oral and written skills through learning multi-representation worksheets on light-reflecting material.  By using the experimental method, namely one group pretest-posttest design. The sample in this study used a purposive sampling technique, which is the sample was selected based on certain reasons with a total of 36 students. The research instrument is a questionnaire of oral and written communication skills that have been tested for validity and reliability. The results of the study stated that the learning process following the needs, and representation activities in the learning process designed by researchers functioned to encourage students to develop physical representation abilities, especially in light-reflecting material. Improved oral and written communication skills can be seen during the process as the results of student assignments and are shown by the results of the N-gain of 0,48 (medium category) and the paired t-test ofAsymp. Sig (2-tailed) 0,000, thereforeAsymp. Sig (2-tailed)  0,05 then Ho is rejected and H1 is accepted. This research can be innovative and used by teachers in the online learning process.

This study is intended to examine the level of scientific literacy of pre-service physics teachers in Islamic and non-Islamic educational institutions. The research method used document review studies, tests, and observations. The sample selected was 70 pre-service physics teachers consisting of 35 pre-service physics teachers from an Islamic education university and 35 from a non-Islamic educational university. The results of the test show that pre-service physics teachers in an Islamic educational institution have a lower average score than pre-service teachers studying in a non-Islamic educational institution. Through document review and observation, several factors causing the low scientific literacy ability of pre-service physics teachers in Islamic educational institutions were revealed, including the proportion of credits for science courses, supporting facilities and infrastructure, and the quality of teaching staff. This finding is expected to be an evaluation material for policy makers, especially in Islamic educational institutions to make improvements in a structured and systematic way.