One classic problem in science education that is still happening today is the lack of learners’ involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students' scientific attitudes. A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students’ scientific attitude. Keywords: scientific approach, teaching science, scientific attitude, Take-Home-Experiment.

The learning media is one of facilities in order to achieve the purpose of physics subject. The aim of this study is to develop online learning media web-based which known as MOOC (Masive Open Online Coursuse). This Physics MOOC consists of students and teacher page (admin), on the students page consists of three main menu; module, quiz and score, while the teacher page consists of 5 main menu; class, students data, module, quiz and students score. Physics MOOC provides online learning that can be accessed whenever and wherever, using either android or PC so that it facilitates students and teacher do learning process without face to face. The result of this study is determined by the implementation of physics online learning web-based without face to face between teacher and students.

Online learning media is an effective learning facility in solving learning problem which is related to limited time. This research is aimed to develop the physics education problem based learning web for Vocational High School. Physics Education problem based learning web consists of 5 main menu for students; competence, material, exercise, evaluation and compiler while for teacher gets additional menu that are student data and student evaluation result. Physics education web can assist teacher and student in online learning and can be accessed anytime and anywhere. The subject of this study is that the development of Physics Education Learning Web for Vocational High Schooler on temperature and heat material. The result of the study is dertermined by the development of Physics Education web and the implementation of online physics learning.

E-learning devices based on MOOC is a learning device product that is integrated with a Massive Open Online Course system that is available through a web platform/application provider via Moodle. The learning devices consisting of lesson plans, LKPD, and learning assessments are also equipped with various content and other interesting features. The purpose of this study is to produce a valid and feasible e-learning learning device so that it can be used in physics learning, especially on static fluid material. This learning devices that is integrated with MOOC is expected to make it easier for teachers and students in teaching and learning activities, so that learning continues to be interesting and effective even though online. This type of research is Research and Development (R&D) using a 4D development model. The research instrument used in this study was a learning device validation sheet consisting of lesson plans, student’s worksheet, and learning assessments that were assessed by the validators to assess the feasibility of the product. The data in this study is quantitative data by showing the results of research on the design and development of e-learning devices based on MOOC on static fluids material which is declared valid with a score of 3.46 (high category). Thus the product of this learning device can be declared worthy of being tested or used in physics learning.

No abstract