Abstrak: Pembelajaran fisika yang terjadi di lapangan masih minim inovasi. Pembelajaran cenderung berpusat pada pendidik. Pendidik hanya mentransfer pengetahuannya saja tanpa memikirkan apakah peserta didik sudah memahami konsep yang disampaikan atau belum. Rata-rata capaian hasil pemahaman konsep Fisika masih rendah. Teknologi yang berkembang pesat saat ini masih jarang dimanfaatkan oleh para pendidik. Padahal ini bisa menjadi salah satu alternatif untuk membuat pembelajaran lebih menarik dan berkesan. Dengan mengaitkan kearifan lokal yang ada di daerah peserta didik, dapat membuat peserta didik lebih mengenal kekayaan alam di daerahnya dan dapat diperkenalkan baik skala nasional maupun intrnasional. Dengan adanya permasalahan-permasalahan tersebut, maka perlu adanya integrasi anatara model, evaluasi dan media pembelajaran STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) berbasis kearifan lokal. Metode Penelitian yang dilakukan adalah Kuasi Eksperimen dengan desain penelitian one group pretest-posttest design. Hasil observasi menunjukkan adanya peningkatan pemahaman konsep mahasiswa setelah diterapkan pembelajaran STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) berbasis kearifan lokal. Dengan kategori sedang pada gain dinormalisasinya. Dari pembelajaran ini mahasiswa menjadi mengetahui kearifan lokal batu kuwung dan cara memanfaatkannya. Hasil penelitian akan terus dikembangkan pada mata kuliah-mata kuliah lain di jurusan Pendidikan Fisika Universitas Sultan Ageng tirtayasa. Kata kunci: kearifan lokal, pemahaman konsep, STEM-AAbstract: Learning physics is still traditional in reality. It tends to be centered on Teachers. They only transfer knowledge without knowing the learners already understand the concept yet or not. The average achievement understanding of physics concept results is still low. Rapidly evolving technology is still rarely used by teachers. Though this could be one of the alternatives to make learning more interesting and memorable. Connecting the local knowledge in the area of learners can make students more familiar with the natural resources in the region and can be introduced to the outside world. Given these problems, the need for integration between models, evaluation and learning media STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) based on local wisdom. The methods used were a Quasi-Experiment with the design of the study "One Group Pretest-Posttest Design." Observations indicate an increased understanding of the student concept after learning applied STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) based on local wisdom with medium category in gain normalization. By learning this concept, students could be aware of local wisdom "Batu Kuwung" and understand how to get advantage from it. The results of the study will continue to be developed in the courses in the

Bioplastics is one alternative to change plastic. Because bioplastics are made of biopolymers that can be degraded by microorganisms. The purpose of this study was to determine the effect of biopslastic characteristics of cassava starch with 0% cellulose content (without the addition of cellulose) and bioplastic with 10% cellulose content to mechanical properties and hydrophobicity. The characteristic of bioplastic that studied in this research was mechanic, water uptake and contact angle. The results obtained in tensile strength of bioplastics with 10% cellulose content greater than bioplastics without the addition of cellulose. The addition of 10% cellulose showed tensile strength of 14.3 MPa. Whereas results obtained by water uptake and contact angle stated that bioplastics with the addition of cellulose was hydrophilic.

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In this study, we identified the feasibility and response of students to the development of CTL-based e-student worksheets, and after using the developed e-student worksheet. The purpose is to improve the capacity of scientific processes. An applicable research methodology is R&D using the ADDIE model. The research instrument used was an expert validation, a questionnaire for student, and pre-test post-test sheet. The developed electronic student worksheet was tested by 18 SMAN 1 Anyer Class XI students. Through the results of expert reviews conducted, student worksheets developed received an average material expert rating of 86.03% in the highly effective category and an average media expert rating of 86.75% in the highly effective category. Student responses averaged 85.8% in the very good category. The effectiveness of the student worksheets, evaluated using the results of the scientific process skills test and the pair sample test with an average n-gain score of 0.57 in the intermediate category, showed a significant difference between the students’s pre-test with post-test results. Therefore, it can be concluded that the CTL-based e-student worksheet has been declared viable and effective for enhancing scientific process capabilities related to temperature and thermal materials.

Microbial corrosion is corrosion caused by microbial growth. This type of corrosion can affect and accelerate the process of corrosion due to the presence of microbes. Underwater pipes are one material that is often overgrown with bacteria that cause corrosion. Corrosion due to microbial activity can cause leaks underwater pipes that can pollute the environment and other marine biota. These microbes grow and settle on the pipe for a long time and cause pipe solidification. One microbe that can cause microbial corrosion is an aerobic bacterium that plays an active role in the microbial corrosion process, namely the bacterium Thiobacillus. This type of bacteria is capable of producing corrosive acidic environmental conditions resulting from the oxidation of sulfur to sulfuric acid. In this study determined the corrosion inhibition rate and optimum macroalgae dose used to obtain optimal inhibition results. Methanol extract of Gracilaria sp. and Sargassum sp. were able to inhibit the growth of T. ferooxidans at doses of 300µL and 400µL in 10 ml of media. LC50 value of Sargassum sp. Extract. is 483 µL while for Gracilaria sp. is 461 µL in 25 ml of media.

Bioplastic is a type of plastics made from natural materials so that it can be easly degraded by microorganism activity. One of the ingredients is cassava starch. But bioplastics cannot be mass produced and be used dayly because their properties are not suitable to replace the existing plastics. This study aims to compare the properties and characterization of bioplastics without the addition of filler and bioplastics by adding Zinc Oxide nanoparticles. Several test and characterization were carried out in this study including morphology structure, mechanical strength and biodegradation. From SEM characterization it was produced that bioplastic with the addition of Zinc Oxide nanoparticles tend to have better morphology and has not crack even though there are particle aggregation. Other tests show that Zinc Oxide nanoparticles can increase the tensile strength of bioplastic but inhibut the growth of microorganism.

Bioplastics are starch-based polymers that are easily degraded by microorganisms, so they can be used as an alternative to the use of conventional plastics. In this research, bioplastics made from cassava starch was made using glycerol as plasticizer and used MWCNTs (Multi-Wall CNTs) type CNT as reinforcement with variations in the composition of 0%, 1%, 2%, and 3%. Bioplastics are made with a dry method (dry blending) with stages of pre-mixing, mixing, hot press and cold press. Characteristics of bioplastic starch/CNT include tensile strength, biodegradation and morphological. The test results show that the addition of CNT composition affects the mechanical properties of bioplastics. The optimum value of tensile strength occurred in the addition of 2% CNT at 13.52 MPa. Biodegradable test results using the Aspergillus niger mushroom prove that bioplastic starch/CNT can be degraded well. The results of morphological characteristics in the form of SEM results showed that 3% bioplastic starch / CNT had cracks and resulted in decreased tensile strength. FTIR test results indicate the presence of a new functional group C≡C because of the addition of CNT.

High Order Thinking Skill or high-level thinking skills in the cognitive aspect is an activity of analyzing, evaluating and creating that includes creative thinking and critical thinking. Critical thinking is the ability to solve problems in an organized way, whereas creative thinking is the ability to solve problems by fostering new insights and creating solutions with varied methods. The learning process that only emphasizes the concept, makes students have difficulty to link and apply the physics concept related to magnet electricity in everyday life. More emphasis on rote practice and finding the right answers resulted in students not trained to find problem solving through various roads that may be taken. The learning process needs to be improved by exploring the ability to process and assess creative information with project-based learning methods. Therefore, this project-based learning is expected to have high order thinking skill, so research is done to find out the influence of projectbased learning model in basic physics subject to high order thinking student skill. The method used in this research is observation, documentation, questionnaire and test method..