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211	Physics Education	ABS-283
Problem-solving skills of prospective physics teachers based on their cognitive style dimension through collaborative learning on electricity and magnetism topic Rahmawati Rahmawati (a*), Nuryani Y Rustaman (b), Ida Hamidah (b), Dadi Rusdiana (b) a) Program Studi Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar, Jl. Sultan Alauddin No. 259, Makassar 90222, Indonesia *rahmawatisyam[at]unsimuh.ac.id b) Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Problem-solving skills are one of the seven important thinking skills in 21st-century life which need to be supplied to prospective physics teachers. This study aims to explore problem solving skills of prospective physics teachers based on the difference in dimensional cognitive style who they have on electricity and magnetism topic through collaborative learning with an IDEAL model problem-solving strategy. The research method used is pre-experimental with pre-test and post-test design. The samples in this study were 30 students of prospective physics teachers at the university in Makassar in the first year of 2018/2019 academic years. Prospective physics teachers, problem-solving skills are measured by the Context Rich Problem (CRP) test of description related to electricity and magnetism topic. Knowing the dimensions of student^s cognitive style, then Group Embedded Figure Test (GEFT) standardized test is used. Based on the N-Gain normality analysis, the results showed that problem-solving skill of prospective physics teachers with dimension of Field Independence (FI) cognitive style are superior (n-gain = 74% with high category) than students with dimensional cognitive style Field Dependence (FD) (n-gain = 43% with medium category). The results of a different test of Mann Whitney showed that the student problem solving skills of FI and FD differed significantly (p = 0,004). Keywords: problem-solving skills, CRPs test, GEFT test, Cognitive style, Collaborative learning Share Link | Plain Format | Corresponding Author (Rahmawati Rahmawati)

212	Physics Education	ABS-286
APPLICATION OF STEM-BASED ONLINE LEARNING TO TRAIN CREATIVE SKILLS OF STUDENTS IN COVID-19 PANDEMIC PERIODS Fitria Sarnita 1*, Ainun Fitriani 1, Anhar 1 Judhistira Aria Utama 2, Irma Rahma Suwarma 2, Widia 3* 1Fitria Sarnita, Department of Physic Education, STKIP Taman Siswa Bima, Bima, Indonesia 1 Ainun Fitriani, Department of sports and recreation education, STKIP Taman Siswa Bima, Indonesia. 1Anhar, Department of sports and recreation education, STKIP Taman Siswa Bima,Indonesia 2Judhistira Aria Utama, Department of Physic Education, Universitas Pendidikan Indonesia 2Irma Rahma Suwarma, Department of Physic Education,Universitas Pendidikan Indonesia.. 3 Widia, Department of Natural Science Education,STKIP Harapan Bima, Indonesia. Abstract This research is a research application of STEM learning with the 6th-semester student object of physics education study program STKIP Taman Siswa Bima. The research subject is creative thinking skills. The instruments in this study used open-ended and prototype tests. The test is used to see the level of creative thinking of students, while the prototype is used as an assessment of students^ creative products. Analysis of creative thinking skills with an average value of 78 is at the creative level, while creative products (prototype) with an average value of 84 are at a very creative level. So it can be concluded that the application of STEM-based online learning can train students^ creative thinking skills during the COVID-19 pandemic. Keywords: STEM, Creative Thinking Share Link | Plain Format | Corresponding Author (Fitria Sarnita)

213	Physics Education	ABS-31
Determination of refractive index on three medium based on the principle of refraction of light A Malik1 , D Mardianti1, D Nurlutfiah1, D W Izzah1, D Mulhayatiah1, D Nasrudin1 and H Y Suhendi1 1Department of Physics Education, UIN Sunan Gunung Djati Bandung, Jl. AH. Natution No. 105 Cibiru, Bandung 40614, Indonesia Abstract This study aims to develop a tool to determine the refractive index and height of objects in three media based on the principle of light refraction. The method used was an experimental method. The results showed the refractive index values of the three media were quite accurate when compared to the absolute refractive index. The relationship of the angle of the incident ray was directly proportional to the angle of the refractive ray. The angle of light produced will be greater if the value of the given beam angle was greater. Thus, the set of refractive index laboratory tools developed is said to be good and suitable to be implemented in schools to explain the concept of the refractive index of light Keywords: refractive index, media, refraction Share Link | Plain Format | Corresponding Author (Adam Malik)

214	Physics Education	ABS-34
Gender Differences in Digital Literacy among Prospective Physics Teacher R. Rizal (a,b*), D. Rusdiana (b), W. Setiawan (b), P.Siahaan (b), I.M. Ridwan (a) (a) Departemen Pendidikan fisika, Universitas Siliwangi (b) Sekolah Pascasarjana, Universitas Pendidikan Indonesia Abstract The development of digital technology is happening so fast and has an impact on people^s life patterns. Education as an important component in preparing human resources is stimulated to equip teachers with the number of competencies called digital literacy. The purpose of this study was to describe gender differences in digital literacy among prospective physics teachers. This research was conducted using a descriptive method involving 71 prospective physics teachers in the first and second years. They consist of 31 males and 40 females at a university in Tasikmalaya. Data collection techniques were carried out by tests and interviews with instruments in the form of valid and reliable digital literacy tests and interview guides. The data obtained were processed by determining the average score of male and female students then analyzed with the results of the interview. The results showed that the mean of male^s digital literacy was higher than female. The males have a mean 57 (moderate category) and the females have a mean 53 (low category). Further analysis showed there is various level for male and female students in information and data literacy, communication and collaboration, and digital content creation Keywords: digital literacy, gender, prospective physics teachers Share Link | Plain Format | Corresponding Author (Rahmat Rizal)

215	Physics Education	ABS-290
Critical thinking skills and science process skills in physics practicum Juli Firmansyah (a,b*), Andi Suhandi (a) (a)Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi, Bandung 40154, Indonesia (b)Program Studi Pendidikan Fisika, Universitas Serambi Mekkah, Jl.Tgk. Imum Lueng Bata, Bathoh, Banda Aceh 23245, Indonesia *juli.firman[at]upi.edu Abstract The purpose of this article is to analyze the differences between indicators of science process skills and critical thinking skills in physics practicum. Both of these skills have the same indicators but certainly have differences. How to distinguish definitions and measurements of science process skills and critical thinking skills that are interrelated such as interpretation, inferring and predicting. These three indicators have different definitions in aspects of science process skills and critical thinking skills. The research method used is a literature review with descriptive analysis. The data used in this study are secondary data in the form of articles, reports and books relating to science process skills and critical thinking skills in physics practicum. The data collection method used in this study is the documentation method. The analysis shows that the three intersecting indicators have different definitions and measurements. Therefore, in physics practicum, science process skills and critical thinking skills must be measured with different instruments and with different treatments. Critical thinking skills emerge after mastering content and concepts well and comprehensively, while science process skills are trained through the process to obtain physical concepts and content. Keywords: Critical Thinking Skills, Science Process Skills, Physics Practicum Share Link | Plain Format | Corresponding Author (Juli Firmansyah)

216	Physics Education	ABS-294
Technological Pedagogical and Content Knowledge (TPACK) of Prospective Physics Teachers in Distance Learning: Self-Perception and Video Observation S Efwinda (a*) and M N Mannan (b) a) Physics Education, Mulawarman University, Jl. Muara Pahu Kampus Gunung Kelua, Samarinda 75123, Indonesia b) Science Education, School of Postgraduate Studies of Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract Learning from home in the Covid-19 Pandemic period posed a variety of challenges both for teachers and for students. The ability of teachers to utilize technology in learning is very necessary so that distance learning can run effectively. This study aims to determine the self-perceptions and skills of prospective physics teachers in the Technological Pedagogical and Content Knowledge Knowledge (TPACK) framework to support distance learning. This type of research is quantitative research. TPACK Self Perceptions were screened using a questionnaire, 128 research subjects were Physics education students in Samarinda, Indonesia. Then, the skills of prospective physics teachers in the TPACK framework to support distance learning were sought through video observations with 30 research subjects from 128 previous students. Based on data analysis, self-perceptions and skills of prospective physics teachers within the TPACK framework are both in sufficient category. Based on this, educational institutions need to increase learning and training for prospective physics teachers to integrate technology in learning so that their TPACK skills can be improved. Keywords: TPACK- Distance Learning- Physics- Covid-19 Share Link | Plain Format | Corresponding Author (Shelly Efwinda)

217	Physics Education	ABS-57
Experiential Learning using STEM Approach in Improving Students Problem Solving Ability Isti Fuji Lestari Program Studi Pendidikan Fisika, Universitas Garut Abstract This study aims to explore the increase of students problem solving ability as the impact of the application of experiential learning using STEM approach. This study use a pre experiment method that is applying the one group pretest-posttest learning design. The participants of this study are forty students of second grade Science program in one high school in Province of West Java. The selection of the participants is using random class sampling technique. The data are collected based on the questions that are given to the participants. The questions are divided into five indicators of problem solving ability in Pascals principle learning material. According to the result of this study, that using normalized gain, it shows the increase of students problem solving ability that can be categorized in high level. The highest score for the students problem solving ability is in describing problem and planning a solution, whereas the lowest score is in giving evaluation for the solution of the problem. The result of this study shows that the experiential learning using STEM approach can be used as an alternative to improving students problem solving ability, especially in Pascals Law principle. Keywords: Experiential Learning- Problem Solving Ability- STEM Approach Share Link | Plain Format | Corresponding Author (Isti Fuji Lestari)

218	Physics Education	ABS-314
The development of device learning based on TPACK (technological pedagogical content knowledge) in the form of hypercontent modules in electronics courses Salwa Rufaida, Nurfadilah Universitas Muhammadiyah Makassar Abstract This study aims to develop a device learning based on TPACK (Technological Pedagogical Content Knowledge) in the form of hypercontent modules in electronics courses that combine technological, pedagogical, and material content knowledge by using QR code as a learning navigation tool so it acts as open resources for learning. This device sustains the 21st century system and independent learning, because students can begin to learn the subject needed with non-linearly and facilitate learning styles by providing variety of learning resources such as site addresses, journal texts, videos, audio, and images that can be accessed with QR code reader so learning feels contextual and able to direct students to think creatively in learning. Research and development carried out using the Borg and Gall models with the step of collecting information, do the planning, developing product formations, testing, revising, disseminating, and implementing the product. This research shows that device learning based on TPACK in the form of hypercontent modules is valid, practice, and effective for use in electronics courses as seen from the improvement of student learning outcomes. Keywords: Technological Pedagogical Content Knowledge, hypercontent, electronics courses Share Link | Plain Format | Corresponding Author (Nurfadilah Nurfadilah)

219	Physics Education	ABS-62
The development of device learning based on TPACK (technological pedagogical content knowledge) in the form of hypercontent modules in electronics courses Salwa Rufaida, Nurfadilah Universitas Muhammadiyah Makassar Abstract This study aims to develop a device learning based on TPACK (Technological Pedagogical Content Knowledge) in the form of hypercontent modules in electronics courses that combine technological, pedagogical, and material content knowledge by using QR code as a learning navigation tool so it acts as open resources for learning. This device sustains the 21st century system and independent learning, because students can begin to learn the subject needed with non-linearly and facilitate learning styles by providing variety of learning resources such as site addresses, journal texts, videos, audio, and images that can be accessed with QR code reader so learning feels contextual and able to direct students to think creatively in learning. Research and development carried out using the Borg and Gall models with the step of collecting information, do the planning, developing product formations, testing, revising, disseminating, and implementing the product. This research shows that device learning based on TPACK in the form of hypercontent modules are valid, practice, and effective for use in electronics courses as seen from the improvement of student learning outcomes Keywords: Technological Pedagogical Content Knowledge, hypercontent, electronics courses Share Link | Plain Format | Corresponding Author (Salwa Rufaida)

220	Physics Education	ABS-71
Measuring Collaborative Problem Solving Skills (CPSS) of Vocational High School Students Using WEB-based Assessment Azura Azura (*), Irma Rahma Suwarma , Ridwan Efendi Magister Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This study describes an online method for measuring students^ collaborative problem solving skills individually using two interactive web-based assessment on the webcps program, with students working in pairs. The method used in this research is a qualitative method of case studies of vocational high school students on dynamic electric material. Process flow data was taken from 30 students (17 of them male students and 13 female students) who completed the assignment at one of the vocational high schools in Riau province. Data is transformed into indicators of collaborative problem solving skills and is categorized based on four levels namely beginner (level 1), emerging (level 2), intermediate (level 3), and advanced (level 4). The results show that students are at various levels with different characteristics in both the social domain and cognitive domain in CPS skills. The assessment used in this study can be used as a measurement tools electrical circuit and as an instrument of measurement for collaborative problem solving skills. Keywords: Collaborative Problem Solving Skill, Web-based assessment, electrical circuits, case studies Share Link | Plain Format | Corresponding Author (Azura Azura)

221	Physics Education	ABS-73
The analysis of IRS-7 using the rasch model on material elasticity Muhammad Bohori(*), Winny Liliawati, Irma Rahma Suwarma Department of Physics Education, Post-Graduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract IRS-7 is the abbreviation of 7 (seven) indicators of representing information skills. This study aims to analyze the students^ scientific communication skills regarding the ability to represent information consisting of 7 indicators is: 1) schemes to graphs, 2) verbal to the scheme, 3) verbal to mathematical, 4) schemes to diagrams, 5) schemes to mathematical, 6) graphs to verbal, 7) graphs to mathematical. The skill of representing information is essential in the fourth revolution era and globalization era. This study used a case study approach with a post-test group research design. The sample of this study was high school students in grade XI, as many as 6 male students and 19 female students with an average age of 17 years old. Data were analyzed using Rasch model with the help of software Ministeps Version 4.4.1. The results showed that the students had some weaknesses in representing information from graphs into mathematical form 3.4 logits, graphs into verbal forms 3.8 logits, and from images into mathematical forms 5.2 logits. IRS-7 analysis of students on material elasticity can be analyzed properly using the Rasch model. Keywords: Information Representation Skills. Rasch Model. Elasticity Share Link | Plain Format | Corresponding Author (Muhammad Bohori)

222	Physics Education	ABS-84
Effectiveness of use direct learning models for higher order thinking skills in pre-service physics teachers Rudi Haryadi, Robinson Situmorang dan Khaerudin Universitas Sultan Ageng Tirtayasa dan Universitas Negeri Jakarta Abstract The purpose of this study was to determine the higher order thinking skills of prospective physics teacher students at the Sultan Ageng Tirtayasa University through direct learning models. The method used in this study is a quasi-experiment with the design of one group pre-test and post-test. The instrument used in this study was a test of high order thinking skills on magnetic electric material, in the form of 10 breakdown tests and was tested on 25 prospective physics teacher students at Sultan Ageng Tirtayasa University. Each question evaluates aspects of analysing, evaluating, create. The average N-gain results in the physics teacher candidates at the Sultan Ageng Tirtayasa University were 0.37 in the medium category. So it can be concluded that the higher order thinking by using the direct learning model of prospective physics teacher students at the Sultan Ageng Tirtayasa University is included in the medium category. Keywords: direct learning, higher order thinking skills, pre-service physics teachers Share Link | Plain Format | Corresponding Author (Rudi Haryadi)

223	Physics Education	ABS-94
Formative Assessment of Fruitful Criteria in Physics Learning based on Pedadogy Subject Matter Approach HY Suhendi1*, MR Aulia1, D Kuntadi1, D Mulhayatiah1, D Nasrudin1, A Malik1 and R Ardiansyah2 1Program Studi Pendidikan Fisika, UIN Sunan Gunung Djati Bandung, Jl. A. H. Nasution No. 105, Bandung 40614, Indonesia 2Departemen Pendidikan Biologi, Universitas Siliwangi, Jl. Dr. Sutomo No. 100, Bandung 40154, Indonesia Abstract Student knowledge criteria is one aspect that shows the success of a learning process. according to PSM, learning is successful if the students^ knowledge has reached the fruitful criteria. This study aims to determine the formative assessment of fruitful criteria in work and energy learning based on directing motives and synthetic aspects. The research method used is qualitative with a case study approach. Data were analyzed using discourse analysis. This research was conducted on the teaching motives of educators, aspects of teaching materials and formative assessment used in learning activities with data collection techniques in the form of direct and indirect observation using a video recorder with an observation sheet and indicator motives, aspects and criteria sheet. The analysis is done by making a transcript of learning activities, making basic texts with refinement, preparing micro and macro propositions so that the learning macro structure is obtained. Furthermore, the analysis is carried out with reference to the indicators of each motif, aspect, and criteria. The results showed there were six formative assessment questions of fruitful criteria based on directing motives and syntactic aspects or appears at 37.5% of the total fruitful criteria formative assessment Keywords: Formative assessment, Pedagogy subject matter , fruitful criteria, work and energy Share Link | Plain Format | Corresponding Author (Herni Yuniarti Suhendi)

224	Physics Education	ABS-95
Conceptual progression of student K-10 related to the concept of acceleration of free-falling objects as an effect E-CDCCText Isnaini Agus Setiono (a*), Andi Suhandi (b), Winny Liliawati (b) a) Program Studi S2 Pendidikan Fisika, Universitas Pendidikan Indonesia Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *isnainiagussetiono[at]upi.edu b) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia Jl. Dr.Setia Budhi No. 229, Bandung 40154, Indonesia Abstract The purpose of this study was to obtain the impact of using Electronic Conceptual Development Conceptual Change Text (E-CDCCText) related to the concept of acceleration of free-falling objects on students K-10. E-CDCCText consists of seven parts. The third part is conceptual development text. The fourth, fifth, and sixth parts are conceptual change text added with cognitive conflict and scientific explanation. The method used in this research is pre-experiment with one group three test design. Research subjects were 32 students K-10 consisting of 20 female and 12 male students in Yogyakarta. The research subjects were selected by random sampling techniques for the class. Data is collected based on parallel conception tests in the four-tier test format related to the concept of acceleration of free-falling objects. These results indicate that E-CDCCText has high effectiveness in remediating misconceptions. In general, the use of E-CDCCText has been effective in facilitating conceptual progression of students in the type of well progression (75%). The use of E-CDCCText does not cause gender bias between female and male students. E-CDCCText has been effective in facilitating conceptual progression of female students in the type of well progression (75%). Futhermore, male students have conceptual progression in the type of well progression (75%) after E-CDCCText activity. Keywords: Conceptual progression- Acceleration of free-falling object- E-CDCCText Share Link | Plain Format | Corresponding Author (Isnaini Agus Setiono)

225	Physics Education	ABS-103
Spring Oscillator as Case Based Learning (CBL) Device Kristina Uskenat- Bambang Heru Iswanto- Widyaningrum Indrasari Universitas Negeri Jakarta Abstract This research aims to: (1) develop and find out the feasibility of a spring oscillator practicum- and (2) practice the spring oscillator tool developed. The research method used was the research & development method with the ADDIE development model. The study was conducted at SMAN 1 Indramayu in July-August 2019. The instrument was developed using a laser distance sensor type VL53lX as a distance gauge, a vibrator made from a coil as a spring and LCD system shaker and a laptop to display the results of the experiment. The control system uses Arduino Nano. The study was conducted in March-May 2019 at the Physics Laboratory, FMIPA, Jakarta State University. The experimental results of measuring the spring constant get an average value of 6.527 N / m. The second experiment obtained an average value of the natural frequency of the system at 1.672 Hz. The third experiment obtained a maximum amplitude value of 4.8 cm and a period of 0.59 s. The results of expert validation from media experts, material experts and learning experts were 85.16% and 90.04%, respectively. The trial of practicum tools was carried out at SMAN 1 Indramayu, West Java, as many as 20 students with a percentage of 86.66% achievement. Based on the data it is concluded that the spring oscillator practicum tool developed is suitable for use as a learning medium. Keywords: Spring oscillator- case based learning Share Link | Plain Format | Corresponding Author (Kristina Uskenat)

226	Physics Education	ABS-114
Epistemic Game of Moderate Physics-Capable Students^ by SOLO Taxonomy in Completing Fluid Mechanics Problems M. Dewi Manikta Puspitasari (a*), Kuni Nadliroh (b), Muhammad Najibulloh Muzaki (c) a) Program Studi Teknik Elektronika, Universitas Nusantara PGRI Kediri, Jl. Mojoroto Gg. I No. 6 Mojoroto, Kota Kediri 64112, Indonesia *dewimanikta[at]gmail.com b) Program Studi Teknik Mesin, Universitas Nusantara PGRI Kediri, Jl. Mojoroto Gg. I No. 6 Mojoroto, Kota Kediri 64112, Indonesia c) Program Studi Sistem Informasi, Universitas Nusantara PGRI Kediri, Jl. Mojoroto Gg. I No. 6 Mojoroto, Kota Kediri 64112, Indonesia Abstract The students^ thinking process in completing problems is able to show epistemic game. SOLO taxonomy is used to categorize the students^ thinking process. The researcher to collect data use test and interview. The test is consisted of fluid mechanics test and physics understanding test. Physics understanding test is used to determine the level of students^ physics understanding, while the fluid mechanics test is used to determine students^ epistemic game by SOLO taxonomy to solve the problems. The analysis result of the first test showed that the game used to solve problems was mapping mathematics to meaning in relational level and transliteration to mathematics in multistructural level. In the second test, the students used pictorial analysis in extended abstract level and transliteration to mathematics level in relational in solving problems. Meanwhile, the students used mapping mathematics to meaning in relational level, and recursive plug and chug in relational level to solve the problems in the third test. Furthermore, the fourth test was completed by recursive plug and chug in relational level. Epistemic game by SOLO taxonomy of this research can be used to determine learning strategy or model which is compatible with learning material concepts. Keywords: epistemic game, SOLO taxonomy, fluid mechanics Share Link | Plain Format | Corresponding Author (M Dewi Manikta Puspitasari)

227	Physics Education	ABS-124
Mastery examination of mircroscope concepts with microscope essay test (MET) via the rasch model C S A Barus, P Siahaan, Endi Suhendi Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Mastery of concepts was essential for further floating into higher thought processes. This research aims to determine the level of mastery of the concept of microscopy in high school students by using the MET (Microscope Essay Test). Mastery of concepts was described through cognitive processes described from indicators of competency achievement. The instrument was developed in the test items and non-tests with a validity of 0.66, which was applied to 24 students consisting of 14 girls and ten boys in one of Bandung^s private schools. Data were analyzed using Rasch modeling using Winstep software type of research showed the ability to explain the function of the Microscope is very high- the ability to draw is included in the high category. However, the teacher^s dominance is also very high, but the ability to improve the C4 magnification, determine magnification, determine the length of the C5 Microscope, and design a microscope included in the category of very low. Examination of Mastery of Microscope Concepts with MET (Microscope Essay Test) Based on the Rasch model can be recommended to Educators to use learning models that can improve students^ mastery of concept concepts Keywords: Microscope Concepts, MET, Rasch Model Share Link | Plain Format | Corresponding Author (Carolina Sri Athena Barus)

228	Physics Education	ABS-125
Design and validation of six-tier Astronomy diagnostic test instruments with RASCH model analysis Gina Puri Utari, Winny Liliawati, Judhistira Aria Utama Universitas Pendidikan Indonesia Abstract Misconceptions occur because students answer problems with explanations that are not in accordance with scientific concepts and are confident in their choice of answers. Identification of misconceptions is an important first step to uncover understanding of learning. The six-tier test was developed from a four-tier test by adding two questionnaire sources of choice of answers to see how the causes of misconception. This study aims to design and validate misconception diagnostic test instruments on Astronomy material. The research method uses mixed methods with the instruments used namely the six tier Astronomy diagnostic test sheet for aspects of reveal, answer, synchronize, relationship, clear, EYD and corresponding. Appraisers numbered four experts to assess the construct and contents of the test instruments. The validation test uses multi-rater test analysis on MINIFAC and MINISTEP software to be analyzed with Rasch. The results obtained from the six-tier Astronomy diagnostic test validation analysis are the suitability of the items fulfilling the appropriate category. Item validity assessment items obtained that the questions can be accepted in all aspects. The conclusion is that the six tier Astronomy diagnostic test instrument is appropriate for identify misconceptions on Astronomy. Keywords: Misconception, six tier test, Astronomy Share Link | Plain Format | Corresponding Author (Gina Puri Utari)

229	Physics Education	ABS-126
Rural and urban students^ attitudes toward physics: a comparative study using rasch analysis Sariaman Siringo Ringo(a*), Kuswanto Kuswanto (b), Achmad Samsudin (a), Andhy Setiawan (a) a) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *sariamanring[at]upi.edu b) College of Education, Central Luzon State University Science City of Munoz, Nueva Echija, Philippines Abstract Physics education researchers have put out a large number of papers about attitudes. Yet, only few papers employed Rasch model to analyze data of attitudes. This paper reports a comparative study of students^ attitudes toward physics from rural and urban high schools (n=130). In order to collect data of attitudes toward physics, the Colorado Learning Attitudes about Science Survey (CLASS) was administered online to participated students. Obtained data were analyzed by using Rasch model and t-test. Prior Rasch analysis revealed that all items of the CLASS were fitted the Rasch model and had good psychometric properties. The present research found that there were no significant differences between rural and urban students in terms of attitudes toward physics. This result was in line with some earlier finding, but also contrary to other previous result. One of variables probably affecting this outcome was teachers^ unawareness of technology usage and other school facilities to enhance teaching quality. Keywords: Attitudes toward physics, School Location, Rasch Model Share Link | Plain Format | Corresponding Author (Sariaman Siringo Ringo)

230	Physics Education	ABS-135
Faraday Flashlight Project-Based STEM to Enhance Problem-Solving Skill of Students Parno (a*), S Zulaikah (a), F U N Rosyidah (a), and M Ali (b) a) Physics Education, Universitas Negeri Malang, Jl.Semarang No.5, Malang 65145, Indonesia *parno.fmipa[at]um.ac.id b)Department of Educational Science, Mathematics and Critical Multimedia, Faculty of Education, Universiti Teknologi Malaysia, 81310 Skudai Johor, Malaysia Abstract The problem-solving skills is one of necessary competence to compete in twenty-first century. However, research about the impact of Project-based learning based science, technology, engineering and mathematics (PjBL-STEM) towards problem solving skills in the topic of electromagnetic induction is still limited. Faraday flashlight project as representative of basic development of modern technology in the topic of electromagnetic. The purpose of this research is to investigate the effect of Faraday flashlight in STEM integrated PjBL learning towards the increase in students^ problem solving skills. The mixed methods involved 36 senior high school students as participants. The research instrument was the Problem Solving Skills Test, observation (panduan observasi), and interview. Data were analyzed by paired sample t-Test, N-gain, effect size, and data reduction. The result shows that PjBL-STEM had enough effect on students^ problem-solving skills. This condition was caused by each syntax of PjBL based STEM, which could help students enhance their problem-solving skill. Students^ skills in describing problems, utilization of Faraday induction approach, specific application of physics, and logical progression had increased in medium categories. However, mathematical procedures had a high category. Based on effect size criteria, PjBl based STEM had high effect on all problem-solving skill indicators. Keywords: Faraday flashlight- Project-based learning- STEM- problem solving skills Share Link | Plain Format | Corresponding Author (Parno Parno)

231	Physics Education	ABS-139
Design and validation smart teaching materials oriented multiple intelligences on global warming (STM2I-GLOW): RASCH model analysis Intan Septiani Rosa (a*), Winny Liliawati (b), Ridwan Efendi (b) a) Departement of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *rosaintan[at]upi.edu b) Departement of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract STM2I-GLOW is a web-based teaching material that is oriented to multiple intelligences in one of the physical materials, namely global warming. This study aims to design web-based teaching materials that provide students the opportunity to learn wherever students are. In addition, STM2I-GLOW can help students to accommodate their intelligence. This article presents the design and validation results of STM2I-GLOW. The instrument used was the STM2I-GLOW validation assessment sheet. Appraisers numbered five experts to assess three aspects, namely aspects of the media, material aspects and orientation aspects. The validation test uses the output menu 10. Item (column): fit order in the MINISTEP software for analysis with Rasch. The results obtained are in two categories in every aspect of the media, material aspects, and orientation aspects which are in the categories of accepted and rejected when viewed from the MNSQ outfit values listed in the MINISTEP software if analyzed using Rasch. The conclusion is that STM2I-GLOW is expected to be used in learning and makes it easier for students to understand global warming material according to the type of intelligence of each student. Keywords: Teaching Material, Multiple Intelligences, Global Warming Share Link | Plain Format | Corresponding Author (INTAN SEPTIANI ROSA)

232	Physics Education	ABS-141
The development of 5E-POW (Predict-Observe-Write) Learning Model Assisted by Virtual Simulation to Reduce the Quantity of High School Students^ Misconceptions on Fluid Topics O Saputra, A Setiawan, D Rusdiana, Muslim dan M A Izzuddin 1Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2Jurusan Teknik Durgantara, Institut Teknologi bandung, Jl. Ganesha No.10, Lb. Siliwangi, Bandung 40154, Indonesia Abstract This study was aimed by the number of students who were experiencing misconception on the Fluid Topic. therefore, it requires a learning method that is able to facilitate students to learn which is Marked by a students misconception into a scientific misconception. the purpose of this study is to develop an existing learning models to reduce the quantity of students^ misconception. this research includes mixed methods research with embedded experimental model approach that combine qualitative and quantitative research procedures in one study to solve the problem. the priority of the model is quantitative, with qualitative data attached to methodology. A number of research subjects in the readability test of student worksheets (LKPD) were 5 (five) students in one high school in West Bandung Regency. the research subjects for the trail treatments and devices were 25 students in one high school in Central Sulawesi. the implementation of research subjects consisted of 25 students in one of high schools in Central Sulawesi province. the instruments used for this study were Four-Tier Diagnostic Test and Questionnaire to determine students^ response about the program being developed. the developed learning model has syntactic: engage, explore (predict-observe-write), explain, elaborate and evaluate (5E-POW). It can be declared that based on the data analysis of the average value N-gain on conception acquired by 77.05% and the decrease on the average quantity by -47.45%. the conclusion derived from the data obtained is that research has also successfully developed a 5e-pow model with virtual simulations to decrease the quantity of high school students misconception on the Fluid Topic Keywords: misconception, 5E, POW, fluid Share Link | Plain Format | Corresponding Author (Oka Saputra)

233	Physics Education	ABS-146
Problems of online learning and the use of Information and Communication Technology (ICT) in physics learning at Sumedang, West Java Rani Nurliani*, Parlindungan Sinaga, Dadi Rusdiana Program Studi Pendidikan Fisika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This study investigates students^ and teachers^ perceptions of online learning problems and the use of Information and Communication Technology (ICT) in teaching and learning physics in high schools at Sumedang, West Java. The study population consisted of all high school students and physics teachers at one public high school in Sumedang, West Java. The sample was 69 students and 2 teachers selected from one public high school. The instrument used in collecting relevant data for this study was an online questionnaire consisting of 23 items that obtained information about the difficulties of online learning and the application of ICT in schools for learning physics. Data collected were analyzed using frequency and percentage calculations. The results showed that online learning can simplify the learning process and mentoring besides ICT being able to broaden students^ insights about physics. However, there are several obstacles in online learning including the limitations of question and answer activities to friends or teachers directly, many assignments, and the lack of ICT facilities. Keywords: Online Learning- ICT- Physicis Learning Share Link | Plain Format | Corresponding Author (Rani Nurliani)

234	Physics Education	ABS-147
Profile of early ICT capabilities of prospective physics teachers through basic physics learning in Makassar M Maruf, A Setiawan, A Suhandi, and P Siahaan Universitas Pendidikan Indonesia Abstract This study identifies the initial ICT skills and basic competencies of learning technology for students in learning basic physics. This research was conducted in three different universities in Makassar Indonesia. The research instrument is a test instrument for the basic competency test of learning technology, and a non-test instrument in the form of a learning technology capability questionnaire. The results showed that the average percentage of student learning technology competence in three tertiary institutions in Makassar was level 1 with a percentage of 94.39%- level 2 57.50%- level 3 78.17%- level 4 67.77%- level 5 76.03%- and level 6 67.55%. This shows that the competency of student learning technology for level 1 is in the very good category, and levels 3 and 5 are in the good category. While at level 4, and 6 are in the medium category, while at level 2 it is still in the bad category. The initial ability of learning technology on the attitude aspect is in the high category while the social emotional aspect is also in the moderate category. This shows that the use of learning technology really needs special attention to the social emotional aspects, especially ethics. Therefore, it can be said that the relationship between the initial ability of student learning technology and its use as a medium for learning basic physics is very close. The ability of good learning technology will have the potential for the use of good learning technology Keywords: ICT capabilities, basic competencies, basic physics learning Share Link | Plain Format | Corresponding Author (Maruf Maruf)

235	Physics Education	ABS-151
Developing dialogic argumentation worksheet to improve students understanding and argumentation skills ability in static fluid topic Tiarasari, Didi Teguh Chandra, Muslim Universitas Pendidikan Indonesia Abstract This research aims to determine validation and quality of developing dialogic argumentation worksheet in static fluid topics for physics learning in grade XI. This study used Research and Development method. Stage of this research are- 1) research and collecting method- 2) Planning- 3) Developing product- 4) preliminary testing- 5) product revision- 6) field testing- 7) product revision. The instruments used were expert validation and student readable questioner form. The data analysis technique used in this developing product stage is quantitative descriptive to process data score from the evaluations by three expert validators and three students responses. The qualitative descriptive used to describe data in the form of expert suggestions. Results show from each validity aspects are: the compatibility basic competencies and indicators of this worksheet with value 88.68% is categorized as good, compatibility indicators and learning content with value 72.22% is categorized as adequate, worksheet framework with value 100% is categorized as very good. Concepts validity with value 100% is categorized as very good- student^s readability with value 77.22% is categorized as good- and graphic aspect with value 66.67% is categorized as adequate. As a conclusion the validity of this worksheet is 84.30% is categorized as good validity. Keywords: physics education, argumentation worksheet, understanding skills, argumentation skills Share Link | Plain Format | Corresponding Author (tiarasari tiarasari)

236	Physics Education	ABS-157
An investigation of critical thinking skill of pre-service physics teacher in the case of fission and fusion reactions Sri Hartini, Liliasari, Parlindungan Sinaga, Ade Gafar Abdullah 1Departement of Science Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2Departement of Physics Education, Mathematics and Natural Science Education Faculty, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 3Departement of Education and Vocational Technology, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 4Departement of Physics Education FKIP, Universitas Lambung Mangkurat, Jl. Brigjen H. Hasan Baseri Kayutangi, Banjarmasin 70123, Indonesia Abstract This study aimed to examine the critical thinking skills of pre-service physics teacher in the case of fission and fusion reactions. This research used quantitative descriptive method involving 22 final-year pre-service physics teacher in one of Institute of Teachers Training in Banjarmasin, South Kalimantan. The instrument used in this study was a critical thinking skill test with essay question types based on five indicators of critical thinking skill- elementary clarification, basic support, inference, advanced clarification, strategy and tactics. The results showed that the critical thinking skills of pre-service physics teacher students on the five indicators were categorized as very low. An improvement is needed in lecturing activities to improve students^ critical thinking skills by using experimental activities through a digital environment Keywords: critical thinking, pre-service physics teacher, fissin and fusion reactions Share Link | Plain Format | Corresponding Author (Sri Hartini)

237	Physics Education	ABS-170
Assessing graph interpretation of high school students: an examination by students gender Vine Risa Riani*), Lyra Halimatun Sadiyah, Muhammad Guntur Purwanto, Taufik Ramlan Ramalis and Achmad Samsudin *)Physics Education Deparment, Universitas Pendidikan Indonesia (UPI), Bandung 40154, Indonesia *vinerisariani[at]upi.edu Abstract The research aims to assess graph interpretation among high school students in Karawang. The research used the analytic description method because graph interpretation shows students conceptual understanding. This research is focused on the kinematics concept and participants involved student 10th grade of high school which consists of 72 students (25 male students and 47 female students). The instrument that used in this research is the standard test of Understanding Graphs-kinematics (TUG-K) which consists of 21 multiple-choice. The data were analyzed using the Rasch model. The results of analysis by using Winsteps 4.4.3 in the form of Wright map display indicate that graph interpretation of gender (male and female student) has a gap. The graph interpretation of high school students with Rasch model have conclusion there are the value of person reliability is categorized as sufficient, the person measure shows that the average ability of students is fair than the item difficulty, the outfit mean-square into acceptable category, which indicates the excellent conditions for measurement, the outfit standardized Z is categorized acceptable too and student code started from high ability graph interpretation (02F) headed for low ability (13M). Keywords: assesing, graph interpretation, high school students, students gender Share Link | Plain Format | Corresponding Author (Vine Risa Riani)

238	Physics Education	ABS-171
Promoting The Model Introducing, Connecting, Applying, Reflecting, And Extending Using Rasch Analysis (ICARE-R) To Improve Students^ Critical Thinking Skills On Physics Concepts Lyra Halimatun Sadiyah (a)*, Parsaoran Siahaan (a), Achmad Samsudin (a), Endi Suhendi (a), Vine Risa Riani (a), Wa Ode Fatima (a) a) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *lyrahalimatun[at]upi.edu Abstract Critical thinking skills are important in physics learning because in physics learning comparable with examination actions on focuses reaching since detecting, formulating complications, collecting data, processing and considering data, and finishing. This study purposes on promoting of the ICARE model to improve students^ critical thinking skills on physics concepts using Rasch Analysis. The research method used a pre-experimental method with one group pretest-posttest design for 21 eleventh grade students (10 males and 11 females) and using Rasch analysis to measure the person reliability. Data were collected by pretest and posttest to measure of the ICARE model and person reliability on students^ critical thinking skills. The results showed that ICARE model persuaded critical thinking skills by the average score of 0.62, categorized as medium. It can be concluded that the ICARE model as one of the learning models that can influence and enhance students^ critical thinking skills. Keywords: ICARE, Rasch Analysis, Critical Thinking Skills Share Link | Plain Format | Corresponding Author (Lyra Halimatun Sadiyah)

239	Physics Education	ABS-176
The Impact of PhET Virtual Lab. Worksheets on Student Learning Outcomes Sound Wave Materials A Halim, Farhan, A.Wahyuni, Susanna, W Andriani, and Irwandi Universitas Syiah Kuala Abstract The need for students^ worksheets is felt urgent and very necessary, especially when the covid-19 pandemic. Therefore through this research a Student Worksheet (SW) will be developed and the application to increase the understanding of the Sound Wave concept in Middle School students. The development of SW uses a Research and Development approach through the ADDIE model. SW limited trials were conducted on high school students. This research was conducted in 2 cycles of 4 meetings, each of which consisted of 4 stages: planning, implementation, observation and reflection. In addition, the feasibility of the learning tools used, the feasibility of learning, classroom management and students^ responses to learning were examined. Trials on limited samples, test student learning outcomes, teacher skills and student responses. Data analysis method used is descriptive method. After being analyzed with descriptive statistics it was found that the use of Lab Virtual PhET SW can improve student learning outcomes and teacher skills in the learning process in each cycle Keywords: PhET, Worksheet, Physic Education, Learning Outcome Share Link | Plain Format | Corresponding Author (A Halim)

240	Physics Education	ABS-177
Evaluation of Critical Thinking Skills of Class X High School Students on the Material of Newton^s Laws Rita Febriana(a)*, Parlindungan Sinaga(b) (a), (b) Physics Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *ritafebrianafisika[at]gmail.com Abstract This study aims to determine of critical thinking skills of class X high school students in the material of Newton^s laws. The research subjects used 36 students consist of 18 male and 18 female with their average age 15 years old of class X at one of the high schools in Duri City. The research instrument used is the problem description which was constructed using indicators of critical thinking skills proposed by Ennis. Data analysis is based on the percentage of critical thinking skills. The results of total number of students, aspect of critical thinking skills providing simple explanations worth 49%, aspects of basic skills in making decisions, 39.5% of students were able to work on problems in skills Inference aspects worth 59.3%, aspects of advanced clarification skills worth 56.5%, and on aspects of strategy and tactic skills worth 57%. The results of these data indicate that students^ critical thinking skills are still low. The results of this study can provide teachers as an educator with information and illustration about the condition of students^ critical thinking skills. Teachers can make various efforts in improving students^ critical thinking skills in accordance with the demands of the curriculum in the 21st century. Keywords: evaluation, skills, critical thinking, newton^s laws Share Link | Plain Format | Corresponding Author (Rita Febriana)

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