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241	Physics Education	ABS-179
Inventory of multi-representation abilities of tenth grade high school students on the topic of motion kinematics F Sulistiawati (a*), P Sinaga (b) a) School of Postgraduate Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *fitrisdewi09[at]student.upi.edu b) Physics Education Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract The purpose of this study was to determine the ability of multi-representation of high school students on the topic of motion kinematics. The research method used is quantitative non-experimental. The instrument used a multi-representation ability test in the form of 10 multiple choice items of tenth grade kinematics for the first semester. The validity of the instrument items was determined using the product-moment correlation technique (pearson), and the validity coefficient was obtained between 0.42 (moderate) to 0.61 (high). KR-21 determined instrument reliability and a coefficient of 0.40 was obtained with average criteria. The data collected were anal through an assessment rubric using descriptive-analytical techniques. The results showed that the results of the student^s multi-representation ability profile on the motion kinematics material as a whole were still in the ^low^ category, obtained the highest percentage of verbal representational abilities by 50% and the lowest presentation by 24% in graphical representations. The percentage of the ability of representation in each aspect were the ability of translation, interpretation, and interpolation / extrapolation which is the greatest ability of the aspect of interpretation. It is equal to 40% and the lowest is the aspect of interpolation / extrapolation which is equal to 31%. Keywords: Multi-representation, kinematics Share Link | Plain Format | Corresponding Author (Fitri Sulistiawati Dewi)

242	Physics Education	ABS-180
Situation Analysis of Mathematical Physics Learning with Online Learning During the COVID-19 Pandemic DH Marisda, M Ma^ruf Universitas Muhammadiyah Makassar Abstract This research was conducted to determine the situation of learning mathematics physics online during the COVID-19 pandemic. Participants in this study were physics semester IV students of Universitas Muhammadiyah Makassar with 21 students. Data collection techniques include online interviews and questionnaires. The collected data were analyzed by reduction, display, and conclusion drawing. The results of the study describe the learning process of mathematical physics not conducive during the COVID-19 pandemic outbreak. The problem that arises in the form of difficulty lectures in teaching explicit physics material that has many mathematical formulas and calculations. The difficulty on the part of students is that students experience limited costs to buy internet quota in online learning. To overcome this problem, mathematics physics lecturers create mathematics physics modules that are provided in stages with languages and examples of issues that are easily understood by students through the google classroom application, also occasionally using zoom and google met to explain the material that is difficult to understand. Keywords: Mathematical Physics Learning, Online Learning, COVID-19 Pandemic Share Link | Plain Format | Corresponding Author (Dewi Hikmah Marisda)

243	Physics Education	ABS-187
Using three-tier test to diagnose students^ level of understanding Y S Pramesti, H Mahmudi, and I Setyowidodo Universitas Nusantara PGRI Kediri Abstract Assessment activities can help lecturer to understand the strengths and weaknesses experienced by students in learning. By implementing quality assessments and analyzing them to get information about student learning weaknesses, lecturers have a reference to make effective decisions in the learning process. Ability to understand is very important to solve physics problem. Geometric optics is a concept that occur in our daily life. In contrary, it doesn^t ensure students have correct concept about geometric optics.The purpose of this study is to diagnose students^ level of understanding in geometric optics concept. This study used mixed method design. The sample used in this study was Mechanical Engineering students who took Engineering Physics courses. Based on test result data using paired sample t-test, the average score was obtained from 39.08 to 75.76 (p <0.01). The results of data analysis from the three-tier test diagnostic instrument showed that there are 4 level of students^ understanding such as understand, guess, misconception, and don^t understand the concept. This study revealed the students^ difficulties such as students were not been able to analyze terms and conditions of f=R/2 and light refraction in half covered lens Keywords: assessment, diagnostic test, geometric optics Share Link | Plain Format | Corresponding Author (Yasinta Sindy Pramesti)

244	Physics Education	ABS-201
The evaluation on the use of e-learning media to improve HOTS through authentic and holistic assessments Irfan Yusuf (a*), Sri Wahyu Widyaningsih (a), Zuhdan Kun Prasetyo (b), Edi Istiyono (b) a) Jurusan Pendidikan Fisika, Universitas Papua, Jl. Gunung Salju Amban, Manokwari 98314, Indonesia *i.yusuf[at]unipa.ac.id b) Jurusan Pendidikan Fisika, Universitas Negeri Yogyakarta, Jl. Colombo No.1, Karang Malang, Caturtunggal, Kec. Depok, Kab. Sleman, DIY 55281, Indonesia Abstract This study aims to improve students^ Higher Order Thinking Skills (HOTS) through the use of e-learning. The type of research used is Participatory Action Research (PAR) which refers to the Davison, Martinsons & Kock model. The subjects used were 11 students majoring in Department of Physics Education at the Universitas Papua who programmed basic physics courses with two lecturers as instructors. The students consisted of 6 female and 5 male, with an average age of 19 years. The research instruments are in the form of HOTS questions and online questionnaires about the effectivity and practicality of using e-learning. Students^ HOTS assessment were done authentically and holistically by looking at the various effects of optimizing the use of e-learning that can improve student HOTS. The results showed that the use of e-learning media consisting of various supporting devices such as modules, animation, simulation, multimedia, and online virtual laboratories could increase students HOTS. Students give agreeing responses to the use of e-learning media. It can be concluded that e-learning can improve HOTS ^ability and students agree the learning process. This study^s recommendations are the need for sufficient internet access and affordable fees, especially for students. Keywords: E-learning, HOTS, Media, Responses Share Link | Plain Format | Corresponding Author (Irfan Yusuf)

245	Physics Education	ABS-207
The Development of Virtual Conceptual Change Laboratory (VCCLab) for Conception Reconstruction through Lab Virtual Activity Kurnia Lahmita Putri (a*), Andi Suhandi(b),Achmad Samsudin(b),Yunina Surtiana (c) a) Masters Degree Program in Physics Education, Universitas pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *nialahmita[at]upi.edu b) Department of Physics Education, Universitas pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia c) Doctoral Program in Natural Sciences, Universitas pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract The research aimed to get a valid and tested VCCLab model product complete with syntax and supportive materials. This research is encouraged by the need for a VCCLab model for remedial teaching oriented towards remediation of students^ misconceptions through the mode of virtual laboratory activity. The research method used is research & development which consists of four stages, namely: Need Analysis, Product Development, Field Testing, and Product Revision. From the development research process, the VCCLab model product is produced with syntax consisting of five stages of lab activity. The results of expert judgement on the VCCLab model product indicate that the VCCLab model and supporting materials have a construct and content validity. The results of limited field testing indicate that the use of the VCCLab model in remedial teaching activities with the mode of virtual lab activity has high effectiveness in remediating students^ misconceptions regarding the concept of parallel electric circuit. Another field testing result is that there is no gender bias in the use of the VCCLab model in the students^ conception reconstruction process related to the physics concept being reviewed. Keywords: Virtual Conceptual Change Lab- Conceptual Change model- Parallel Electric Circuit Share Link | Plain Format | Corresponding Author (Kurnia Lahmita Putri)

246	Physics Education	ABS-211
Development of Instrument to Measure Communication Skills in Physics for Students in Muna Regency, Southeast Sulawesi Wa Ode Fatima, Parsaoran Siahaan, Parlindungan Sinaga, Endi Suhendi, Lyra Halimatun Sa^diyah Departemen Pendidikan Fisika Universitas Pendidikan Indonesia Abstract This study aims to determine the quality of the instrument of communication skills test students of science subjects in Newton^s Law material. The method used in this research is the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation), the analysis technique used in this research is information about validity, reliability, differentiation, and difficulty test. Based on the analysis results that have been obtained that the 15 questions that have been used on average are declared valid with a validity coefficient value between 0.0217 to 0.6052 even though there are 4 questions that have low validity. While for the reliability of the test results obtained that the questions used have a very high reliability that is, 1,2 3 when compared with r product moment table at 5% level of 0.44 it can be concluded that the questions tested can be used as a data collector. Based on the results of the analysis of distinguishing power, there are 8 very good category questions, 4 good category questions, 1 enough category questions and 2 very low category questions. While the level of difficulty of the test based on the analysis obtained shows that there are 7 medium category questions and 8 easy category questions Keywords: Instrument, Communication Skill, development Share Link | Plain Format | Corresponding Author (Wa Ode Fatima)

247	Physics Education	ABS-223
Evaluation of Science Process Skills of High School Students in Tapaktuan City on Static Fluid Material Muhammad Harja (1)*, Parlindungan Sinaga (2) 12Department of Physics Education, Graduate School, Indonesian education university, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This descriptive qualitative research aims to evaluate the profile of students^ physics process skills. This research was conducted at a secondary school in the city of Tapaktuan. The population in this study were all students of class X MIPA SMA in Tapaktuan. The sample in this study was grade X MIPA 3 students who tested 20 people. Data collection techniques were used in this study through a multiple choice test instrument. Profile of high school students ^science process skills in Tapaktuan City, it can be concluded that: the average high school students^ science process skills in Tapaktuan City are low (less), 0% are in the high category, 25% are in the medium category, and 75% are in the low category. The achievement of each aspect of skill varies. In the aspect of observation, classification and interpretation of good categories, aspects of prediction, hypothesis, selection of variables, conducting experiments and communicating are in the sufficient category, while in aspects of asking questions, planning experiments and applying concepts are in the lacking category. The science process skills of high school physics students in Tapaktuan for each aspect of science process skills are still low, with an average percentage of 48.9%. Keywords: Science Process Skills- High School- Static Fluid Share Link | Plain Format | Corresponding Author (Muhammad Harja)

248	Physics Education	ABS-224
Inventory of Scientific Literacy Ability of Junior High School Students Based on the Evaluation of PISA Framework Competency Criteria Sakinah Amini(a*), Parlindungan Sinaga(b) (a*)(b)Departemen Pendidikan Fisika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This study aims to interpret the inventory of students^ scientific literacy ability. It used systematic review method of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Descriptive technique based on the percentage of students^ scientific literacy abilities was used to analyse the data. Based on the results of PISA in 2012 and 2015 students^ scientific literacy abilities were in very low level, that is, 41.53%. Specifically, based on the results of the competency aspects of 2012 PISA, the students^ abilities to identify scientific problems and to use scientific evidence were in moderate category, while the students^ abilities to explain the phenomena scientifically were in low category. On the other hand, based on the results of the competency aspects of 2015 and 2018 PISA, the students^ abilities to explain phenomena scientific, to evaluate and design scientifically, and to interpret data and scientific evidence obtained a percentage value of 34.24%, 34.70%, and 40.15% respectively, and all of them were in very low category. The implication of this study is that the students^ overall scientific literacy abilities are still very low. Accordingly, there must be effective measures to improve students^ scientific literacy through a set of learning innovations and strategies. Keywords: inventory of scientific literacy capability, evaluation of PISA framework criteria Share Link | Plain Format | Corresponding Author (Sakinah Amini)

249	Physics Education	ABS-226
Study of Relationship between Multiple Intelligences and Multi Representations to Improve Understanding in Waves Concept Mohamad Arif Rahmansyah (a*), Parlindungan Sinaga (b) a) Departemen Pendidikan Fisika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia b) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This study aims to determine the relationship between the dominant multiple intelligence of a student and his multi-representation ability. This relationship will then be used by the teacher to accommodate the multiple intelligences by using appropriate representations so that learning will be more effective. The concept that will be used in this research is wave. The research method used is descriptive correlation research method. The study was conducted by finding the relationship between two variables based on data and analysing the relationship to draw conclusions. This research was conducted on 146 high school students online. Based on the test results, it is evident that students have diverse dominant intelligence. It was also found that interpersonal intelligence is the most common intelligence found from the sample of students taken. The concept understanding test with multi representation shows an average value of 32.37, which is included in the very low category. This also shows that the ability of multi representation of students is still very low. So that research needs to be done about the relationship between multiple intelligences and multi representations to improve effectiveness in learning and understanding student^s- physical concepts, especially in wave concept. Keywords: Multiple Intelligences- Multi Representations- Waves Concept Share Link | Plain Format | Corresponding Author (Mohamad Arif Rahmansyah)

250	Physics Education	ABS-231
Experiments of the Law of Conservation of Mechanical Energy Using Video Tracker in High School Learning Syifa Alfiah Fahrunnisa (a*), Yuli Resmawati (a), Parlindungan Sinaga (a), Dadi Rusdiana (a) a) Departemen Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *syifafahrunnisa[at]gmail.com Abstract Props have been made to prove the law of conservation of mechanical energy using a video tracker, a miniature road Roller Coaster is a teaching aid that will be used for experiments. Through this learning media, it is hoped that it can help the physics learning process of Covid-19. The learning implementation is carried out in one of the high schools in West Bandung Regency in the even semester of the 2019/2020 school year. Determination of the research area using the method of the purposive sampling area, which means the area was chosen deliberately based on specific objectives and considerations. The population in this study were all students of class X MIPA. Using a video tracker is very helpful in the experiential process, the results of the implementation of this learning media can be implemented well as indicated by the results of the achievement of student indicators. Keywords: Experiments- Law of Conservation of Mechanical Energy- Tracker Share Link | Plain Format | Corresponding Author (Syifa Alfiah Fahrunnisa)

251	Physics Education	ABS-234
Collaborative Problem-Solving: How to Implement and Measure this Skill in the Teaching and Learning Science (a*)Indri Eka Putri, (b)Parlindungan Sinaga (a*)(b) Departement of Physics Education, Postgraduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia Abstract Collaborative problem-solving (CPS) is an essential competency in the 21st century. However, this skill is quite complex due to the two-dimensional domains having to measure at once. This study is a literature review aiming to presents various cps measurement methods from empirical research for the past 17 years. Hence teachers get insight to implement and develop cps assessment mainly for training students to solve complex problems. Based on this review, there are two broad methods to measure cps namely computer-based assessment and direct-measured assessment. Both of them have advantages and disadvantages. Environment supported by computer allows more accurate and rapid measurement due to the automation, while the latest provides the real condition where students interact. However, the development of cps assessment using a computer needs professional ICT and an adequate number of computers as well as a high internet connection. In Indonesia, the implementation of computer-based assessment faces many challenges and only some schools in the city center can meet the tool requirement. Hence, it can be an alternative to measure the interaction of students during the cps activity by putting high consideration of the instrument of cps to reveal the real measurement of individuals. Keywords: collaborative problem-solving, assessment, skill, classroom Share Link | Plain Format | Corresponding Author (Indri Eka Putri -)

252	Physics Education	ABS-236
Pedagogical and professional physics teacher training : why hybrid learning is important? D Mulhayatiah, P Sinaga, D Rusdiana, I Kaniawati and H Y Suhendi UPI Abstract Teacher professional development is inseparable from the process of increasing teacher competency that can be trained through training activities. Training held to improve the pedagogic and professional competence of physics teachers both by the training organizers and the deliberation of subject teachers is generally still conducted face-to-face, even though the teacher has limited time and place in following it. This happens because the teacher also has to carry out his main task of teaching, so we need a training strategy that can be accessed by teachers anywhere and anytime. The purpose of this study is to find out the reasons why in the process of developing pedagogic and professional teachers need learning strategies that are based on hybrid learning. This research method is descriptive qualitative using data collection techniques in the form of interviews, documentation studies, and questionnaires for teacher needs in the implementation of training. The results obtained based on interviews with the training providers showed that the implementation of the pedagogical and professional teacher improvement training was still conducted face-to-face. Meanwhile, the results of the questionnaire distributed to 45 physics teachers showed that most of the teachers stated that they needed training to improve pedagogic and professional competencies, which facilitated the teachers training in the form of combining face-to-face and online. This can be done by implementing a hybrid learning training strategy, because in hybrid learning we can combine face-to-face and online training. Keywords: Hybrid learning, Teacher training, Pedagogy and profesional Share Link | Plain Format | Corresponding Author (Diah Mulhayatiah)

253	Physics Education	ABS-239
Character and Scientific Knowledge of Students Through Inquiry-Based Learning Neuroscience Approach Asriyadin(a*), Syahriani Yulianci(a), Adi Apriadi Adiansha(a), Ida Kaniawati(b), Winny Liliawati(b), Muliana(c) a) Department of Physic Education, STKIP Taman Siswa Bima, Jl. Pendidikan No.1 Bima 84174, Indonesia *asriyadin[at]gmail.com b) Department of Physic Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia c) SMAN 3 Donggo, Jl. Lingkar Ndano, Bima 84162, Indonesia Abstract Famous scientific characters and knowledge are well developed and developed in the context of education in schools. This study aims to optimize the use of inquiry models based on neuroscience approaches in learning physics to improve students^ character and scientific knowledge. This research is a quasi-experimental study conducted in one of the senior high schools in the tenth grade located in Bima Regency. The instrument used consisted of two tests to see an increase in scientific knowledge and a non-test to observe an increase in student character. Method This study uses one group pretest-posttest design and descriptive analysis techniques. The results of the research through the N-Gain normalization test showed that students ^scientific knowledge increased in the medium category and the students^ character developed well according to the implications after the application of inquiry learning through the neuroscience approach to learning physics. Keywords: Student character- Scientific Knowledge- Inquiry-based learning- Neuroscience Approach Share Link | Plain Format | Corresponding Author (Asriyadin Asriyadin)

254	Physics Education	ABS-241
Real-time data acquisition of dynamic moving objects H Saputra1,2*, A Suhandi1, A Setiawan1, A Permanasari1, & R A Putra3 Universitas Pendidikan Indonesia Abstract The problem frequently encountered in physics practicum activities is measuring instruments in limited reading data variable time of dynamic moving objects. In practical exercises needed the accuracy of measurement data to avoid a mistake in analysis and interpretation data. R-TDA of Dynamic Moving Objects measurement tool is expected to be a solution to overcome these problems. The electronic components used are Infra-Red Obstacle Sensor, connector cable, NodeMCU. The principle of this device is to send a recording time of modulo infrared to the cloud server and accessed via a smartphone and Personal Computer. The results show the sensor a responsive time of 6.8 x 10-11 seconds, and the effect of gravity acceleration of 9,70 m/s2 close to universal gravity acceleration 9,81 m/s2 with an average relative error of 1.22%. The R-TDA of Dynamic Moving Objects has a high response time and accuracy in recording the time of dynamic moving objects Keywords: Real-time data acquisition, dynamic moving objects, Arduino Share Link | Plain Format | Corresponding Author (Hendri Saputra)

255	Science Education	ABS-3
DEVELOPMENTAL ANALYSIS OF STUDENTS’ SCIENTIFIC INQUIRY THROUGH SCIENTIFIC INQUIRY LEARNING USING EDUCATIONAL SCIENCE COMIC Hanna Nurul Husna (a*); Yayan Sanjaya (b) (a*) Optometry Department, STIKes Bakti Tunas Husada Tasikmalaya, Jalan Cilolohan 36, Tasikmalaya 46115, Indonesia *hannanurulhusna[at]stikes-bth.ac.id (b) Biology Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 200, Bandung, Indonesia Abstract A study on developmental analysis of students’ scientific inquiry had been conducted to 42 students of eight-grade in one of state junior high school in Sumedang, West Java, Indonesia. This study employed educational science comic, which was defined as an independent comic (made by the researchers themselves), as a learning media for teaching science in the scientific inquiry learning. The data was collected through students’ learning journal, questioner, and field notes. The result showed that students’ scores in scientific inquiry were varied and fluctuated in each meeting. In spite of this fact, scientific inquiry learning using educational science comic contributed to the development of students’ inquiry. Moreover, in relation of scientific inquiry to students learning style, the result showed that learning style was not supposed to be one of factors influencing students’ scientific inquiry through the use of comic. Keywords: Educational science comics, instructional media, scientific inquiry skill Share Link | Plain Format | Corresponding Author (Hanna Nurul Husna)

256	Science Education	ABS-4
The Effect of Certified Vocational Education Institutions on Individual Competence and Professionalism in the Disruption Era Iman Indrati1* 1 Service Management Program, Faculty of Economic and Business, Trisakti University. Jakarta 31657. Indonesia Abstract The Vocational Education Program enriches industry partners in an effort to produce competent graduates with high absorption in industries that are able to drive the wheels of the economy. The research objective is to analyze the effect of the vocational education system on individual competencies and the vocational education system on professionalism in the era of disruption. The research design uses a quantitative descriptive approach, aimed at describing or describing numbers that have been processed in accordance with certain standards. This study uses variables, namely; 1) independent variables / independent variables that affect change, namely the variable of vocational education, 2) the dependent variable in this study, namely professionalism and competence. Researchers used data collection techniques through questionnaires and observation. Furthermore, this study uses a research instrument with a trial that measures the validity and reliability. The data analysis method of this study used the SPSS (Statistical Package for the Social Sciences) computer program. The results of the study found: there was a significant influence on vocational education on individual competencies (t = 17,790 and p <0.05), and there was a significant influence on vocational education on professionalism (t = 7.498 and p <0.05). The influence of vocational education on individual competencies is R2 = 0.615 meaning that 61.5% of individual competency can be explained by vocational education, while the remaining 38.5% is due to other factors. The influence of vocational education on individual competence is R2 = 0.221 meaning that 22.1% of individual competency can be explained by vocational education, while the remaining 77.9% is due to other factors. Research conclusion: there is a significant influence on vocational education on individual competence and professionalism. Furthermore, the workforce produced from vocational education at trusted institutions, generally have special skills and have high dedication and loyalty that are recognized for their expertise and professionalism. Keywords: Vocational, competence, professionalism, era of disruption. Share Link | Plain Format | Corresponding Author (Iman Indrati)

257	Science Education	ABS-265
The Development of Interactive Multimedia to Exercise Critical Thinking Skills on Matter Topics Salma Almira Hamdani (a), Eka Cahya Prima (b*), Rika Rafikah Agustin (b) Department of Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229, Bandung 40154, Indonesia Abstract 21st Century requires students to have more than one skill from their learning activities, one of which is critical thinking skills. The skills need to be trained in science learning because these skills closely related to scientific methods. However, unfortunately, the average score of PISA in the science category obtained by Indonesian students has always been below average. It indicates that the critical thinking skills of Indonesian students are still relatively low because critical thinking skill is one aspect which is measured on the PISA test. Along with the development of technology, digital media can be used as science learning media, one of which is interactive multimedia. Students can learn more actively when using interactive multimedia because the implementation of this media is for student-centered learning. This research aims to develop interactive multimedia to exercise critical thinking skills on matter topics. This research uses the descriptive method. The instruments that are used are expert ^judgment rubric to assess the media and the questionnaire to check the students^ impression after using the media. The content consists of characteristics and properties of matter, physical and chemical change, a single substance, mixture, and separation of the mixture. Keywords: Interactive Multimedia, Critical Thinking Skills, Matter Share Link | Plain Format | Corresponding Author (Salma Almira Hamdani)

258	Science Education	ABS-268
Problem Based Learning With Mind Map Strategy On Ecosystem Materials To Improve Student Learning Outcomes Ucun Radi Muharam1, Prasetyorini1, and Dadang Jaenudin1* 1Program Studi Pendidikan IPA, Program Pascasarjana Universitas Pakuan, Jl. Pakuan P.O.BOX 452, Bogor 16143, Indonesia * dadangjaenudin05[at]gmail.com Abstract This study aims to describe the improvement of student cognitive, affective and psychomotor learning outcomes in ecosystem material, teacher and student learning activities, and student responses in the learning process using the Problem Based Learning model with mind map strategies. The study was conducted at Cianjur District PGRI Pagelaran Junior High School. This study involved 29 students in the experimental class and 30 students in the control class. The research method used was quasi-experimental with only test post design design. Data collection techniques use multiple choice tests for cognitive learning outcomes, questionnaires for affective students care about the environment, and product evaluation and performance for psychomotor. The results of the study using the problem based learning model with mind map strategies can improve the cognitive learning outcomes of students with a significance value of 0,000 <0,05, students^ caring attitude towards the environment includes a good category with a percentage of 83%, student skills in making mind maps including medium and high with the percentage of 61% and 39% respectively, and student discussion skills included sufficient and good categories with a percentage of 33% and 67% respectively. Learning with problem based learning models with mind map strategies provides opportunities for students to find solutions to the problems given. Problem based learning with mind map strategies can improve student cognitive, affective and psychomotor learning outcomes. Keywords: learning outcomes- problem based learning- mind map Share Link | Plain Format | Corresponding Author (Ucun Radi Muharam)

259	Science Education	ABS-272
Content Analysis of Critical and Creative Thinking Skill in Middle School Science Books on Environmental Pollution Material Muhammad Muntaha, Mohammad Masykuri, Baskoro Adi Prayitno UNS = Universitas Sebelas Maret Abstract Abstract. Critical- and creative-thinking skills are important competencies students must have to encounter the challenges of the 21st century. The development of teaching materials that emphasize critical- and creative-thinking skills is very necessary for students to improve these skills. This research aims to analyze middle school science books based on critical- and creative-thinking skills on environmental pollution material. The research procedure consisted of developing an instrument for assessing critical- and creative-thinking skills, validating the indicators of the instruments using expert judgment, and conducting an assessment of middle school science book. The development of critical-thinking skill indicators refers to Facione while the indicators of creative thinking skills refer to Torrance. The results of the analyses show that the average critical-thinking skill indicator achievement for the environmental pollution material on interpretation is 2.83%, analysis 2.75%, conclusion 3.16%, evaluation 2.83%, explanation 2.91%, and self-regulation 2.33%. The achievement of creative-thinking skill indicators on average is 2.66% for fluency, 2.66% for flexibility, 2.41% for originality, and 2.75% for elaboration. Students have low critical- and creative-thinking skills on the air pollution and pollution sub-materials. Keywords: Critical and Creative Thinking Skill, Science Books, Environmental Pollution Material Share Link | Plain Format | Corresponding Author (Muhammad Muntaha)

260	Science Education	ABS-274
Profile of Teachers^ Integrated Science Curricula that Support by Intelligent Tutoring Systems K D H Gunawan, Liliasari, Ida Kaniawati, W Setiawan, D Rochintaniawati and P Sinaga 1Program Studi Pendidikan Ilmu Pengetahuan Alam, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Learning innovation by involving technology has helped the quality of education according to the concept of the Internet of Things (IoT). Intelligent tutoring systems are form of that support for science learning through science teacher competency improvement programs. This study aims to describe the types of science integration supported by ITS. A total of 29 science teachers joined this program which was implemented in blended learning. The science teacher lesson plan products were analyzed descriptively. The results show that the development of integrated, immersed and networked type lesson plans is in accordance with innovative learning, because of the scope of integration, learning themes, and appropriate learning activities. These results also demonstrate the effectiveness of using ITS to assist teachers in providing educational suggestions for developing integrated science learning. Keywords: integrated science, intelligent tutoring systems. Share Link | Plain Format | Corresponding Author (Kadek Dwi Hendratma Gunawan)

261	Science Education	ABS-277
The Mastery of grade 4 of Elementary School Students Concepts on Energy through the Implementation of the RADEC Learning Model Fitri Nurzakiah Fuadi, Wahyu Sopandi, Atep Sujana Elementary Education Study Program, Graduate School of Indonesian University of Education, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This study aimed to determine the profile of the students mastery of the concepts on energy before and after the implementation of the Read-Answer-Discuss-Explain-and Create (RADEC) learning model. The method used was a pre-experimental design of one group pretest-posttest. There were 20 research participants consisting of 13 students from an elementary school in Ciamis, 5 students from an elementary school in Bandung, and 2 students from an elementary school in Tasikmalaya. The learning process was carried out virtually through Google classroom. The test instrument used was a four-tier test made of a Google Form. Further, the data processing was done quantitatively. The results showed that the concept of the students before learning RADEC was at the level of misconception amounted to 36.7% and the students who had not reached scientific concepts amounted to 46.6%. Moreover, 83.3% of the students reached scientific concepts after the RADEC learning model was implemented. Keywords: Mastery of the concepts, RADEC Learning Model, and Energy Share Link | Plain Format | Corresponding Author (Fitri Nurzakiah Fuadi)

262	Science Education	ABS-26
TEACHER BELIEFS ABOUT SCIENCE TEACHING AND LEARNING IN THE IMPLEMENTATION OF A CURRICULUM REFORM IN PAGARALAM, INDONESIA Eka Lamar Syari, Patricia Morrell The University of Queensland Abstract In Indonesia, issues related to the national curriculum reform are crucial since the national curriculum has a substantial role in guiding the implementation of the formal education system across the country. The present study identified that a lack of support in mediating changes of science teacher beliefs as intended by the new curriculum (Curriculum 2013/C13) could be a fundamental problem resulting in ineffectiveness and inefficiency of the implementation of the curriculum reform in Indonesia. Mixed method research had been conducted to investigate the existing pattern of science teacher beliefs and to gain a deeper understanding of how teacher beliefs influence the teaching practices under the implementation of C13. The results show inconsistency between the quantitative result (total BARSTL score and sub-score) showing an average indicative of highly reformed beliefs and the qualitative result identifying superficial and barely matched beliefs with beliefs for implementing C13. Nonetheless, the discussion in this study revealed that such inconsistency might indicate the process of belief change and a realization of teachers^ autonomy. Furthermore, this study provides some implications for understanding the changing process of science teacher beliefs as well as offering some suggestions for the teacher learning programs and narrowing the gap between the national curriculum as education policy and its functions as a tool for teaching practices. Keywords: science teacher beliefs, curriculum reform, BARSTL Share Link | Plain Format | Corresponding Author (Eka Lamar Syari)

263	Science Education	ABS-30
Teacher professional development program to improving pedagogical content knowledge: a review of empirical research Yohanes Freadyanus Kasi (a*) (b), Ari Widodo (a), Achmad Samsudin (a), Riandi (a) (a) Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia (b) STKIP Nusa Bunga Floresta, Jalan Mbay-Maumere Km 8, NTT 85472, Indonesia Abstract This study analyzed articles in journals of the Scopus database to review empirical research about the professional development (PD) program to improve science teacher pedagogical content knowledge (PCK) in the year of 2008-2020. This study also explains the use opportunity of the professional development program in Indonesia. Three stages were used to select the article: 1) identify the articles, 2) classification based on model PD, and 3) code and analyze all reviewed articles. Based on the above stages, 41 articles were selected for further coding in the model of PD program focus to improve PCK on teachers. Six models were collected are lesson study, mentoring, workshop, using CoRe and PaP-eRs, based on technology, and based on role-playing, ethnoscience. The result showed six models in an analysis of the article had a positive effect on improving the PCK on teachers and prospective teachers. However, studies conducted with workshops show that the workshop/course in scientific methods is not sufficient to provide for prospective teachers. A case in Indonesia the combination of model PD from this review analysis is believed to improve the PCK of science teachers. For future studies are needed to harness the resource combination of the model PD to improving teachers^ knowledge and skills. Keywords: Teacher professional development, pedagogical content knowledge Share Link | Plain Format | Corresponding Author (Yohanes Freadyanus Kasi)

264	Science Education	ABS-35
Students^ Creative And Innovation Skill On Chapter Of Newton^s Law Using SSCS Learning Model Isna Tiyaswati1*, Sarwanto Sarwanto2, and Sukarmin Sukarmin2 1Program Pascasarjana Pendidikan IPA, Universitas Sebelas Maret, Jalan Ir. Sutami 36 A, Kentingan, Surakarta, 57126, Jawa Tengah, Indonesia. 2 Fakultas Pendidikan dan Ilmu Pendidikan, Universitas Sebelas Maret, Jalan Ir. Sutami 36 A, Kentingan, Surakarta, 57126, Jawa Tengah, Indonesia Abstract Creative and innovative thinking skills were among essential skills, according to the US-Based Partnership for 21st Century Skills or P21. These skills served to understand and solve real problems in the 21st century. The research aimed to analyze the improvement of students ^ creativity and innovation skills in Newton^s law material using SSCS or Search, Solve, Create, and Share. The research method used is pre-experimental with the pretest-posttest group. The research samples were 29 grade 8 students of junior High school who were taken randomly at a school accredited A. Data collection using the Instrument test Essay on Newton^s law at the assessment rubric adapted from the P21 validated indicators. The instrument test used was valid and reliable. The results of N-gain on indicators consisting of Think Creatively, Work Creatively With Others, Implement Innovation were 0.47, 0.32, 0.55, and were in the medium category. Therefore, the SSCS learning model could improve creativity skills and innovation students primarily on the indicators think creatively and implement Innovation. Keywords: 21st century skill- creative and innovation skill-think creatively-work creatively-implement innovation Share Link | Plain Format | Corresponding Author (Isna Tiyaswati)

265	Science Education	ABS-293
The Development of Web Based Inquiry as Online Science Inquiry Environment Alifa Irna Yasin (1), Diana Rochintaniawati (2), Eka Cahya Prima (3*) a) Program Studi Magister Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia b) Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia c) Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract This paper studies a research in the design and development of web based inquiry as online science inquiry environment. The web based inquiry is constructed to help junior high school students in understanding everyday science phenomena with guided inquiry framework and various sources of scaffolding. Furthermore, it is propose to support teacher in designing their inquiry virtual class for new normal studying era. This study used 4-D development consisting define, design, develop, and disseminate as research method. At the beginning, it is stated about inquiry theoretical framework and online science inquiry environment underpinning for designing the web based inquiry, describe the features and components of the system, and explain workflow of web based inquiry^s instruction. Web based science is validated by expert judgement and disseminated to junior high school science teacher. Afterwards, the findings of this study are presented to explain the perception of teacher regarding web based inquiry through web evaluation questionnaire. This web based inquiry development is expected to narrow the gap actual science class and improve teaching strategies due to studying in pandemic period. Keywords: Web Based Inquiry- Online Science Inquiry Learning Share Link | Plain Format | Corresponding Author (Alifa Irna Yasin)

266	Science Education	ABS-299
Repackaging RADEC learning model into full online mode in Science class Rendi Restiana Sukardi, Wahyu Sopandi, Riandi Universitas Pendidikan Indonesia Abstract COVID-19 pandemic is a multidimensional problem for the world of education, including in Indonesia. A solution is needed to create full online-based science learning that can be accessed by anyone at any time in the current pandemic. RADEC (Read - Answer - Discuss - Explain - Create) model is an alternative that can be applied to create effective learning. This study aims to formulate RADEC learning model with full online learning mode in natural science instruction. This research belongs to the type of qualitative description with the participants involved consisting of 20 students and 5 teachers taken based on purposive sampling technique. The instruments used were a questionnaire and unstructured interviews that were processed with triangulation techniques. The results of this study indicate that 1) At the Read stage the teacher provides opportunities for students to enrich knowledge from various sources through Google Classroom, 2) At the Answer stage, students answer pre-learning questions based on the knowledge gained in the steps Read through Google Classroom platform, 3) At the Discuss stage, the teacher selects material that will be used as discussion material on the Zoom Cloud Meeting or Google Meeting platform, 4) At the Explain stage, the teacher acts as a moderator of the discussion and provides material reinforcement so that students have a conceptual knowledge that is coherently related to science materials, and 5) In the Create stage, the platform used is Google Classroom where students who work in groups are asked to upload the progress of the projects they are working on. Keywords: RADEC, full online mode, Science class Share Link | Plain Format | Corresponding Author (Rendi Restiana Sukardi)

267	Science Education	ABS-44
Application of Blended Learning with Edmodo Based on POE Learning Model to Increase Understanding of Student Concepts Mashudi Alamsyah (a), Giry Marhento (b), Martua Ferry Siburian (c), Irnin Agustina Dwi Astuti (d*), Yoga Budi Bhakti (e) Universitas Indraprasta PGRI Abstract The process of teaching science teaching in Junior High School in Jakarta is still running monoton that is still using conventional method, so that students are more passive. Utilization of technology and the internet is less effective, whereas facilities and infrastructure that exist in school is complete. This study aims to determine the application of blended learning with edmodo based on POE (Predict-Observe-Explain) learning model. The method used in this research is the quasi-experimental method with the research design of The Randomized Post-Test Only Control Group Design, which involved 202 students as samples. Sample determination used the random sampling cluster technique. The treatment instruments in this study were lesson plan, edmodo platform, and student^s worksheet. The measuring instrument consists of a understanding of students concept test. The data analysis technique is Paired Sample T-test. Based on the results of research, application of blended learning with edmodo based on POE (Predict-Observe-Explain) learning model can improve understanding of students concept. The students were more active and . Keywords: blended learning, edmodo, POE, understanding of students concept Share Link | Plain Format | Corresponding Author (Irnin Agustina Dwi Astuti)

268	Science Education	ABS-300
The implementation of predict observe explain towards creative thinking ability of students Liska Berlian, Sjaifuddin, Ila Hikmawati Universitas Sultan Ageng Tirtayasa Abstract The purpose of this study was to determine the influence of predict observe explain (POE) learning models toward creative thinking ability of students in class VII on the theme water in life in Junior High School 14 Serang city. The research used a quasy experiment method and data collection technique used is purposive sampling. The research design used is nonequivalent control group design. The instrument used was a creative thinking test, observation sheet and questionnaire sheet. There are the differences of pretest and posttest score with an average pretest score of the control class 53 and the experiment class of 57, then increased to 69 for the posttest mean value of the control class and for the posttest mean value of the experiment class is higher than the posttest value of the control class that is 74. This can be proven by an increase in the fluency aspect of 82%, aspects of flexibility 69%, aspects of originality 68% and aspects of elaboration 75% . The results of the t test obtained an a value of 0,036<0,05. So it can be concluded that the predict observe explain (POE) learning model influences the creative thinking ability of class VII students of Junior High School 14 Serang city. Keywords: Predict observe explain, Learning Model, Creative Thinking Ability Share Link | Plain Format | Corresponding Author (Lisks Berlian)

269	Science Education	ABS-317
Logical-Thinking Ability and Its Relationship with Gender: A Study of Junior High Schools Students H Riyanti, Suciati Department of Elementary School Teacher, Universitas PGRI Palembang, Jend. A. Yani Street, South Sumatra 30263, Indonesia Faculty of Teacher Training and Education, Universitas Sebelas Maret, 36 A Ir. Sutami Street, Surakarta, Central Java 57126, Indonesia Abstract Logical-thinking ability is one of the important competencies in the 21st century. It plays an important role in individual^s ability to be responsive in acting and taking decisions to solve societal problems. The importance of logical-thinking ability in relation to the competence demands in the 21st century makes it important to determine factors affecting it. This research, therefore, was aimed at identifying the relationship between logical-thinking ability and gender. 149 students from 5 different junior high schools in Surakarta City, Indonesia, were involved in this research. The research subjects were taken by random sampling technique. The data was tested using the validity and reliability tests of logical-thinking, which were then analyzed using quantitative descriptive technique with SPSS 21.0. It was found that the correlation value of Pearson was 0.210 which meant there was a significant relationship between logical-thinking ability and gender with the trust level α = 0.05. Hence, logical-thinking ability is strongly connected with gender seen from Sig. value 0.01 <0.05. Further research can investigate in the same area, particularly to design the solutions that can be used to optimize both female and male students^ logical-thinking abilities. Keywords: Logical-Thinking Ability, Gender, Science Learning, High Order Thinking Skill Share Link | Plain Format | Corresponding Author (Henni Riyanti)

270	Science Education	ABS-82
Improving Students NOS Understanding Through Explicit-Reflective Learning With Socio-Scientific Issues Context I Habiby, Hernani, and Riandi Departemen Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract As part of the scientific literacy component, the nature of science (NOS) contributes to the process of forming students with scientific literacy. This study aimed to develop students NOS understanding through explicit-reflective learning with socio-scientific issues (SSI) context. The quasi-experimental research method with the nonequivalent pretest-posttest control-group design was used in this study. A total of 45 students in seventh grade from a private junior high school in Prabumulih participated in this study and were grouped into 24 students in experimental class and 21 students in comparison class. Essay questions were used as the instruments in pre- and post-learning to measure students understanding of five aspects of NOS, which are subjective, tentative, empirical, observation, and social and cultural. The results showed that the percentage of students in the experimental class who display an increase in NOS understanding is greater than the students in the comparison class. This study showed that explicit-reflective learning with SSI context could be used to develop students understanding of NOS. Keywords: nature of science, explicit-reflective learning, socio-scientific issues Share Link | Plain Format | Corresponding Author (Iqbal Habiby)

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