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211	Physics Education	ABS-258
The Implementation of Life Skills and Peer-Assessment in Project Based Learning Method on Advanced Physics Course Nuri1, Bijanto2, Achmad Samsudin3 1Prodi Teknik Elektro, Sekolah Tinggi Teknik Pati, Pati, Indonesia 2Prodi Informatika, Sekolah Tinggi Teknik Pati, Pati, Indonesia 3Prodi Pendidikan Fisika, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract Education forces the students to have learning and innovative skills, using information and technology skills, working properly in their field, and surviving their lives by using their skills. Meanwhile, the National Statistics Bureau show that the improvement of unemployment from higher education rise 25 percent because their competencies are not appropriate with the industries needs, mental burden, and the improvement of industries much faster than curriculum change in the campus. The aim of this research is to analyse the values and improvement of life and carrier skill for the students in implementing the project based learning (PjBL) on advanced physics course. This research has been conducted in pre-experimental design, means that only experimental group. The treatment has been implemented to analyse the effectiveness of combining PjBl and experimental method for training life skills. Before the implementation of learning, student had the moderate competences in 56.94. Afterward, the students skill increase in to 93.96 for very competent. The average increasing skills for N-gain gained 0.86 (high). This case shows that life skills of students increase in the peer assessment and self assessment process. The learning process of the research are electric photo box display project consist of six steps which are designing, constructing, monitoring, developing, reporting, and evaluating. In conclusion, students^ life skill through peer and self assessment gained significant improvement. Research recommendation is delivered that need to implement more complex life skill assessment for all aspects. Keywords: Life skill, peer assessment, PjBL, advanced physics course Share Link | Plain Format | Corresponding Author (Nuri Nuri)

212	Physics Education	ABS-268
Development of STEM-based Static Fluid Teaching Materials assisted by LKPD Conceptual Change to Identify Mental Model Profiles of High School Students P A Solihah (a*), I Kaniawati (b) dan A Samsudin (b) a) Program Studi S3 Pendidikan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia b) Departemen Pendidikan Ilmu Pengetahuan Alam, 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 develop STEM-based static fluid teaching materials assisted by LKPD Conceptual Change to identify the mental model profile of high school students. The research design used is 4D (Defining, Designing, Developing, & Disseminating). The participants involved in this study were 25 students (17 girls and 8 boys with an average age of 17 years) in one of the public high schools in Bandung. The research instrument used was a student response questionnaire which contained 10 questions and the FTDT-FS instrument consisted of 10 items that had been analyzed using Rasch analysis, namely by analyzing item fit, summary statistics, and person-item maps. The results showed that STEM-based Static Fluid Teaching Materials Assisted by LKPD Conceptual Change had a very good feasibility rate of 82.5%, besides the results of the trial of the FTDT-FS instrument in this teaching material produced four categories of student mental model profiles. The category scientific with a percentage of 52% on hydrostatic pressure, the category Synthesis-Partial Understanding has the largest percentage of 44.6% on the Archimedes law indicator, the category initial with a percentage of 13.3% on the Archimedes law indicator, and the category misconception on the Archimedes law indicator with a percentage of 12.6 %. Therefore, STEM-based static fluid teaching materials can be combined with LKPD Conceptual Change so that they can identify the mental model profile of high school students. Keywords: Teaching Materials, Static Fluids, STEM, LKPD Conceptual Change, Mental Model Share Link | Plain Format | Corresponding Author (Putri Amelia Solihah)

213	Physics Education	ABS-278
Developmet Of A Four-Tier Open-ended Momentum And Impulse Instrument (FOTMI) Using Rasch Analysis To Identify Eleventh Grade Central Java Students^ Misconceptions Novia Wulandari (a*), Achmad Samsudin (a), Andi Suhandi (a), Suharto Linuwih (b) (a) Department of Physics Education, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia *noviawulandari[at]upi.edu (b) Department of Physics Education, Universitas Negeri Semarang 50229, Indonesia Abstract This research aims to the development of a Four-Tier Open-ended Momentum and Impulse Instrument (FOTMI) using Rasch analysis and identifies students misconceptions. This research method uses the 4D model (Defining, Designing, Developing, and Disseminating). The development of this diagnostic test consists of 10 multiple choice questions with open-ended questions given to high school students with 30 students^ participating in grade 11 (7 male students called ^Lanang^ and 23 female students called ^Wadon^), the average age was 16 years old. The development of a close-ended four-tier instrument is based on the students answers to FOTMI. The analysis results obtained that FOTMI is a valid and reliable instrument to identify misconceptions. The results of the identification of misconceptions in participants found that the highest misconceptions occurred at number 7 that was 57% and the lowest misconceptions of 13% occurred at numbers 2. Keywords: Four-Tier Open-ended Momentum and Impulse Instrument (FOTMI), Rasch analysis, Central java students conceptions Share Link | Plain Format | Corresponding Author (Novia Wulandari)

214	Physics Education	ABS-43
Provision of TPACK Ability for Junior High School Teachers in Designing Practicum Module Adam Malik, Seni Susanti, Muhammad Algi Al-hanafi, Syfa Fadila, Riki Purnama Putra, Risma Wati Physics Education Department, Faculty of Tarbiyah and Teacher Training, UIN Sunan Gunung Djati Bandung Abstract Changes in the paradigm of education led to the birth of reforms in the learning activity sector. In practicum-based learning, learning activities that were initially only aimed at clarifying theories turned into activities that train students^ abilities to think like scientists. This study summarizes the efforts we have made to improve the ability of teachers to design practical-based learning activities. The results of the study conducted showed that the final ability of the teacher theoretically was at a good level with an average of 76.91. This study is expected to be an initiation in terms of developing the ability to develop practicum modules. The hope is that teachers can further develop practicum modules that empower higher-order thinking skills. Keywords: TPACK, Learning Module, Practicum Design, In House Training Share Link | Plain Format | Corresponding Author (Adam Malik)

215	Physics Education	ABS-71
Phy-Cast as Physics Learning Media Based on Android Apps to Facilitate Independent Physics Learning Anggi Datiatur Rahmat (a*), Reja Marjana (b), Nabillah Agmita (b), Selly Feranie (b) a). Science Education Master Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia *anggidatiatur.2021[at]student.uny.ac.id b). Physics Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract In this research, we aimed to design physics learning media based on Android apps on smartphones. Android apps are designed based on conceptual discussion, simulation presentation, video presentation with mini-quizzes containing cognitive, affective, and psychomotor aspects. The media were tested to ensure their validity, practicality and efficiency for learning activities. We used the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model as the model of development. The media were tested through three steps: peer, expert and small group test. Data were collected via questionnaires, interviews and observations. This research produced physics learning media based on an application named Phy-Cast (Physics-Cast). Phy-Cast contains some senior high school physics topics such as parabolic motion, fluid statics and quantum phenomena. The results showed that the Phy-Cast learning media had good compatibility and there were no significant problems when they were used. The Phy-Cast application was tested, and the result was found to be valid, practical and efficient for learning activities. Keywords: Android, Physics, Independent Share Link | Plain Format | Corresponding Author (Anggi Datiatur Rahmat)

216	Physics Education	ABS-102
Do It Yourself Telescope Analysis as a Practicum Media in Astrophysics courses at the Earth and Space Laboratory Cahyo Puji Asmoro, Hana Susanti Universitas Pendidikan Indonesia Abstract This study describes the process of designing, manufacturing and performing a Do It Yourself (DIY) telescope for practical media in the Astrophysics course. The practicum carried out provided knowledge regarding working principles, installation, and observation, but the Covid-19 pandemic condition which demanded online learning and practicum made the process impossible to do Hands On. The goal is to produce a DIY Telescope that can be used to observe celestial bodies. The method used is the Research and Development method, the telescope needs are analyzed so that the idea of making your own is generated. The telescope is designed by prioritizing the level of accuracy, convenience, and economy. The results showed that the DIY Telescope was built quite well, a limited trial of data collection with the Astrophotography method obtained good Moon and Sun images and a validation questionnaire from DIY telescope users (Data Collecting Team) and Astronomy Lecturers gave an average rating of 3.68 on a scale of 4. Thus the DIY telescope can already be used in Astrophysics lecture practicum at the Earth and Space Laboratory by making slight changes according to user suggestions. Keywords: Telescope, Hands On, DIY Share Link | Plain Format | Corresponding Author (Cahyo Puji Asmoro)

217	Physics Education	ABS-132
Development of Standardized Test to Assess the Students 21st Century Skills based on Real Laboratory in Temperature and Heat Transfer Topics Sherlin Illene1, Selly Feranie2, Eka Cahya Prima3 sherlin.yasa00[at]upi.edu, feranie[at]upi.edu, ekacahyaprima[at]upi.edu 1 Department of Physics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia 2 International Program Science Education Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract 16 items multiple choices measuring 21st-Century Skills based on real laboratory both for temperature and heat transfer topic is developed by capturing the 21st-Century Skills^ framework based on expert validity analysis, developing a blueprint test based on the physics material in school curriculum, analyzing 21st-Century Skills^ assessment items based on the data collected. The built of the framework is done through a literature review (several 21st-Century Skills^ Framework, a study of physics material in the 2013 Indonesian curriculum, and analyzing the contextual problems as project problems that can be developed). First, based on real laboratory, we construct 16 open ended questions to measure 4C in temperature and heat transfer to 30 eleventh grade students in west java in order to capture their answer for multiple answer options. Then the instrument was validated by three experts and revised the item if it needs t be revised. Next step, the revised instruments are tested to a class consist of 50 eleventh students. We analyze its validity using the Content Validity Ratio (CVR) and Content Validity Index (CVI). The CVR Limited stage testing is conducted to determine the empirical validity and reliability of items, level of difficulty, and discriminating power. We found that the test has high validity 0.64, high reliability 0.76, and good discrimanting power 0.68. There is a balance or proportion of the level of difficulty of the questions (easy, medium, and difficult). There are some problems not validated. Therefore, some issues on this proposed standard test should be further improved. Keywords: 21st-century Skills, Standarized Test development Share Link | Plain Format | Corresponding Author (Sherlin Illene)

218	Physics Education	ABS-146
Development of Standardized Test to Assess the Students 21st Century Skills based on Real Laboratory in Time and Physics Measurement Topics Salma Rimadani Kusumadewi1, Selly Feranie2, Eka Cahya Prima3 salmarimadani[at]upi.edu, feranie[at]upi.edu, ekacahyaprima[at]upi.edu Departement of Physics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia12 International Program Science Education Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia3 Abstract The 16 multiple choice items measuring 21st Century Skills based on real laboratories for both time and the topic of measurement physics were developed by capturing the 21st Century Skills framework based on expert validity analysis, developing blueprint tests based on physical materials in the school curriculum, analyzing 21st Century Skills assessment items based on collected data. The construction of the framework is carried out through a literature review (several 21st Century Skills Frameworks, the study of physical materials in the Indonesian curriculum 2013, and analyzing contextual issues as project problems that can be developed). First, based on a real laboratory, we built 16 open-ended questions to measure time measurements and 4C physics to 1stgrade 0 studentsin West Java to capture their answers to multiple answer options. Then the instrument is validated by the expert and revises the item if it does not need to be revised. The next step is to validate the contents by using a judgment sheet that has been created to be given to the validator. This validation sheet to state the suitability of the problem item with the 21st century skills indicator. The material provided contained 2 subjects for the first test has a low validity of 0.58,high reliability of 0.73,and good diskrimanting power. the first test has a low validity of 0.72, High reliability 0.83,and good diskrimanting power. There is a balance or proportion of the difficulty level of the question (easy, moderate, and difficult). There are some issues that are not validated. Therefore, some of the issues on this proposed standardized test should be further improved. Keywords: 21st-century Skills, Standarized Test development Share Link | Plain Format | Corresponding Author (Salma Rimadani Kusumadewi)

219	Physics Education	ABS-168
Identify The Understanding of The Physical Meaning of High School Students Towards Physics Quantities and Its Sources A H Putri, A Suhandi and A Samsudin Postgraduates School, Indonesia University of Education Physics Education Department, Indonesia University of Education Abstract Physics subjects cover a wide range of physics quantities. One of the objectives of learning physics is to facilitate the achievement of an understanding of the physical meaning by students regarding the quantities of physics they are studying. This study was conducted to identify the understanding of the physical meaning of high school students towards several physics quantities reviewed, including: specific heat, coefficient of expansion, spring coefficient, Young^s modulus, electric and magnetic fields. The research method used in this study is descriptive method. The research subjects were 60 high school students in one of the districts in the province of West Java. The instrument used to collect data on understanding physical meaning and its source is a test for understanding physical meaning in the form of an essay. The results showed that almost all students who were the subjects of this study did not have a good understanding of the physical meaning of the physics quantities being reviewed. The statements given by the students are not physical meanings but are verbal representations of the formulas related to the physics quantities. From the students^ answers, it can also be identified that the sources of reference are textbooks and teacher explanations. The results of this study indicate that it is necessary to create a treatment to improve understanding of the physical meaning of physics quantities. Keywords: Understanding, Physical Meaning, Physics Quantity Share Link | Plain Format | Corresponding Author (Ananda Hafizhah Putri)

220	Physics Education	ABS-174
Modul Lecture Development for Physics Education Program: An Integration of ESD into Curriculum Didi T. Chandra (a), Amsor (a), Parsaoran Siahaan (a), A. F. C. Wijaya (a*) a) Physics Education Department, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung 40314, Indonesia *agus.fany[at]upi.edu Abstract The concept of sustainable development (SD) is a development idea that has the principle to meet the needs of the present generation but the impact of its development will not interfere or damage all the needs of future generations. Environmental Education Law no. 32 of 2009 article 1 paragraph 3 states that education for sustainable development is education that integrates the perspective of the balance of its three pillars, namely economic, socio-cultural, and environmental in the process. Education for Sustainable Development (ESD) was launched by UNESCO with the orientation of equipping the human generation to be better prepared to face the future in a sustainable manner. Based on its characteristics in education, the integration of ESD into the curriculum can be done with three different strategies, namely ESD on Curriculum, ESD in Curriculum, and Curriculum of ESD (Wijaya, 2018). Physics Education Lectures for Sustainable Development and Engineering Technology in Physics Learning are new courses in the 2019 curriculum in the Physics Education Study Program of UPI FPMIPA which developed using the principle of integration of the Curriculum of ESD. Through the Research and Development research method with ADDIE design, this study aims to compile, implement and evaluate the lecture process of those two courses. The results showed that the two modules developed showed a good quality of presentation of the material. This is shown based on the quality of the expert validity test results with a value of 91% for the feasibility of the knowledge element, 94% for the feasibility of the Awareness element, 90% for the feasibility of the skill element, and 93% for the feasibility of the Participation element. The achievement of student awareness is in the category of behavior and attitude awareness and increasing knowledge with a <g> value of 0.81. Keywords: ESD- Integration into Curriculum- Awareness- Knowledge Share Link | Plain Format | Corresponding Author (A. F. C. Wijaya)

221	Physics Education	ABS-175
Restructuring High School Students^ Misconceptions Regarding the Voltage of Parallel Installed Battery Concept Through Self Learning Activities Using e-CBRText A Suhandi1*, A Samsudin1, Sarwono2 1) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2) Program Magister Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract Self learning materials in the form of texts have now been widely used in the process of changing students^ conceptions. One type of text that has been used to remediate students^ misconceptions is refutation text. This research was conducted to test the use of self learning activity using electronic-Computer Based Refutation Text (e-CBRTExt) in physics remedial teaching to obtain depiction about its effectiveness in restructuring high school students^ misconceptions regarding the voltage of parallel installed battery concepts. e-CBRText is written in computer format so that various visual media features can be inserted. This study used a pre-experiment method with a one group pretest-posttest design. The research subjects were 96 high school students in West Java. The data collection instrument used in this research was the conception diagnostic test in a four tier test format related to the voltage of parallel istalled battery concept. The results revealed that the use of e-CBRText could be restructuring misconceptions of more than 87% of high school students related to the voltage of parallel installed battery concept. These results indicate that the use of e-CBRText has a high effectiveness in restructuring high school students^ misconceptions regarding the voltage of parallel installed battery concept. Keywords: e-CBRText, Self Learning, Voltage of Parallel installed Battery Concept Share Link | Plain Format | Corresponding Author (Andi Suhandi)

222	Physics Education	ABS-177
Implementation of Levels of Inquiry to Enhance Cognitive Achievement Using Rasch Analysis Rita Febriana(a)*, Selly Feranie(b), Ida Kaniawati(b) (a) Postgraduates School, Indonesia University of Education *ritafebrianafisika[at]gmail.com (b) Physics Education Department, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung 40314, Indonesia Abstract This research aims to compare the effect of the implementation of the inquiry stage to the real-world application (experimental class) with stages up to inquiry labs (control class) on students^ cognitive achievement. This is a quasi-experimental using Non-equivalent Control group design involving 72 students of class X as a sample with convenience sampling technique. The instrument of this research is a multiple-choice test with 25 questions with a value of Cronbach Alpha 0.83 (very good). The data were analyzed using the Rasch model analysis. The results showed that the implementation of Levels of Inquiry to the stage real-world application had a higher cognitive average score than the class that was treated up to the stage inquiry labs. Based on the results of the two-mean difference test between the experimental class and the control class, it was found that there was no significant difference between the increase in students^ cognitive achievement in the experimental class and the control class. Thus, the conclusion of the research was that the implementation of Levels of Inquiry has been proven to enhance students^ cognitive achievement, but because the stages of inquiry that are compared are only one level different, there is no significant difference in enhance students^ cognitive. Keywords: Levels of Inquiry, Cognitive achievement, Rasch analysis Share Link | Plain Format | Corresponding Author (Rita Febriana)

223	Physics Education	ABS-180
How to Develop Test Instruments for Analyzing Creative Thinking Skills (TI-CTS) through Project-Based Learning with STEM? Ghina Aghnia Nur Assyifaa(1*), Lilik Hasanah(2) and Hera Novia(2) 1 Postgraduate Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia 2 Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract The results in purpose are to develop and analyze the quality of the item instrument test Creative Thinking Skills to Project-Based Learning with STEM. The research method uses a 3D+1I model, namely Define, Design, Development, and Implement. For developing this test, consists of 9 essay questions were administered to the high school of 11-grade students with 32 participants of students. the TI-CTS contains 9 questions analyzed by the Rasch model. The results of this study indicate that the TI-CTS has a usable validity and a reliability level of 0.93 in the very good category with a hard and easy item difficulty level. Based on expert judgment and analysis using the Rasch model, the test instruments were well developed and could be used to measure student^s creative thinking skills. Keywords: Test Instruments- Creative Thinking Skills- Project-Based Learning with STEM Share Link | Plain Format | Corresponding Author (Ghina Aghnia Nur Assyifaa)

224	Physics Education	ABS-182
Learning Cycle 7E-STEM in enhancing students^ collaborative skills during the pandemic covid-19 Eis Nurzakiyah(1*), Ida Kaniawati(2), Irma Rahma Suwarma(2) (1) Postgraduate Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia (2) Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract This study aims to enhance students^ collaborative skills in physics learning. Process flow data was taken from 34 students (7 of them male students and 27 female students) in eleventh grade (17 age in average) at high school at Kuningan. Physics learning is carried out online through WhatsApp Groups with class settings in groups. The instrument used in this study was an observation sheet used by the teacher while monitoring student collaboration activities in WhatsApp Groups. Data were analyzed using Rasch analysis. The average student logit at the first meeting was -3.24, while at the second meeting it increased to +3.22. So it can be concluded that the application of Learning Cycle 7E-STEM online can improve students^ collaborative skills during the pandemic covid-19. Keywords: Learning Cycle 7E, STEM, Collaborative skill, Pandemic covid-19 Share Link | Plain Format | Corresponding Author (Eis Nurzakiyah)

225	Physics Education	ABS-200
Measurement of Student Creative Thinking Ability in Subject Matter of Elasticity and Hooke Law, Analysis using Rasch Model (a*) Indri Eka Putri, (b) Muslim, (b) Andhy Setiawan (a) Postgraduates school, Indonesia University of education *putriindrieka139[at]gmail.com (b) Physics Education Department, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung 40314, Indonesia Abstract Creative thinking skill is increasingly needed for preparing students to contribute in the society and workplace. The improvement of that skill is likely to produce original and innovative ideas which are the key aspects to develop science and technology. This study aims to obtain an overview of students^ ability in creative thinking on the subject matter of elasticity Hooke law through statistic descriptive using the Rasch model. The instrument used was an essay test developed from Torrance indicators. This research involved 35 students who had studied that subject matter. To obtain the objective, firstly, the analysis of validity and reliability items was conducted for the instrument. The construct validity and reliability were determined by Mean Square (MNSQ) and alpha Cronbach values, respectively. The results of the analysis show that the instrument having been tested is valid and reliable in good criteria. Moreover, the analysis of person reliability and item reliability shows that the students^ answers are consistent and the quality of questions is good. Furthermore, the logit value indicates that there is a tendency of students having a lower ability than the difficulty level of the questions. This implies that the teachers should put more effort to improve creative thinking students in further learning activities. Keywords: creative thinking, student^s ability, rasch model Share Link | Plain Format | Corresponding Author (Indri Eka Putri)

226	Physics Education	ABS-205
Development of Creative Thinking Assessment Rubric in Project Based Learning on Electricity Topic Eka Murdani (a*), Andi Suhandi (b) a) Doctoral Program of Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *ekamurdani[at]upi.edu b) Department of Science Education, Post-Graduate School, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract This research is motivated by the low creative thinking skills of students in problem-solving. Projects that students do are only limited to final learning assignments without clarity of assessment rubrics, and projects that have not been integrated with learning. This development research was carried out using the ADDIE (Analysis, Design, Develop, Implement and Evaluate) method to produce an electrical learning assessment tool at the senior high school level. Learning is done by applying a project-based learning model to improve creative thinking skills. Indicators of creative thinking skills are measured through the process of project-based learning. The rubric for the assessment of creative thinking skills based on project-based learning has been validated by experts in the Good category. This assessment rubric can provide information about creative thinking skills level in below, approach, and at standard. Keywords: critical thinking, assessment, rubric, project-based learning, electricity topic Share Link | Plain Format | Corresponding Author (Eka Murdani)

227	Physics Education	ABS-212
Developing KOMIKA (Physics Comics) Teaching Materials to Improve Students^ Self-Study Ability on Newton^s Law Ekri Pranata Ferdinand Baifeto (a*)- Achmad Samsudin (b)- Ridwan Efendi (b) Physics Education Study Program, Universitas Pendidikan Indonesia, Bandung, 40154, Indonesia *ekri.baifeto[at]gmail.com Abstract The purpose of this research is to develop high school physics teaching materials in the form of comics. This research method is a research and development (R&D) method. The steps in this method are Analysis-Design-Development-Implementation-Evaluation (ADDIE). To obtain valid Physics comics (KOMIKA) teaching materials, a validation test was carried out using a validation questionnaire. This feasibility test was carried out by three validators consisting of 1 high school physics teacher, 2 lecturers, and 6 10th grade high school students. Comics are said to be valid and feasible to use because they meet the validity percentage, which is at a value of 61% - 100% (valid criteria and very valid). Based on the results of the feasibility test of the three validators, it was found that KOMIKA^s teaching materials were very valid and feasible to use with a percentage of 87.50%. Meanwhile, the validation results from six students showed that KOMIKA was a very valid teaching material with a validity percentage of 91.18%. The results of this validation indicate that KOMIKA is valid and suitable to be used as teaching materials for SMA 10 students. The advantage of KOMIKA teaching materials is that they are communicative and contain illustrative images so that they are easy to visualize. In addition, KOMIKA teaching materials can be used by students as independent study materials. Keywords: Physics- Teaching materials- KOMIKA Share Link | Plain Format | Corresponding Author (Ekri Pranata Ferdinand Baifeto)

228	Physics Education	ABS-217
Correlation of digital literacy and creative thinking skills of prospective physics teachers in school physics lectures using LMS3 Rahmat Rizal (a), Dadi Rusdiana (b*), Wawan Setiawan (b), Parsaoran Siahaan (b), Ernita Susanti (a), Dwi Sulistyaningsih (a) a) Physics Education Department, Universitas Siliwangi Jalan Siliwangi No 24, Tasikmalaya 46115, Indonesia b) Postgraduate Program, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia *dadirusdiana[at]upi.edu Abstract Digital literacy and creative thinking skills are two competencies needed by prospective physics teachers in conducting future physics learning. This research aims to determine the correlation between digital literacy and creative thinking skills of prospective physics teachers, in general, and by gender, which have been trained in physics for school lecture using Learning Management System (LMS3). The descriptive research using the survey method has been conducted at a university in Tasikmalaya. Participants in this research consisted of 40 prospective physics teachers with 13 males and 27 females. They are third-level physics education students who have an average age of 19-21 years. Data were collected using a digital literacy test and a creative thinking skills test. Both instruments have been validated by five experts and had high reliability. In general, the correlation value of prospective physics teachers was 0.537 in the medium category. The correlation value in males was 0.612 in the high category and the correlation in females was 0.572 in the medium category. Based on the results of this research, prospective physics teachers should develop their digital literacy to support the improvement of their creative thinking skills, especially in organizing physics learning activities in the future Keywords: digital literacy, creative thinking skills, prospective physics teacher, learning management system Share Link | Plain Format | Corresponding Author (Rahmat Rizal)

229	Physics Education	ABS-226
21st Century Skills profile in linear motion topic in one of junior high school in Bandung Reza Muchammad Iqbal* , Ghina Almira Salsabila, Sherlin Illene, Selly Feranie Physics Education Department, Indonesia University of Education (UPI), Bandung, Indonesia Abstract We have developed 21st century skill instruments contain 16 multiple choice questions in equal numbers to measure Creative, critical thinking, communication and collaboration (4C) skills based on Esther core et.al (2018) The developed instruments for linear motion topic both for constant speed and acceleration motion for junior high school students.. The instruments were equipped with linear motion experiment video The instrument then reviewed by science education experts. The developed instruments are tested to 44 students in one junior high school in Bandung. We found that in constant speed motion topic the average 21^s century skill is 34% with highest achievement in the collaboration skill (51%) and lowest in creative skill(29%). And in constant acceleration motion the average 21^s century skill is 11% with highest achievement in the collaboration skill (44%) and lowest in communication skill(20%). Based on this result we suggest all effort in learning process to enhance 21st century skills for junior high school students Keywords: 21st century skills. Linear motion Share Link | Plain Format | Corresponding Author (Reza Muchamad Iqbal)

230	Physics Education	ABS-230
Semantic Network Analysis on Levels of Inquiry Implementation in Learning momentum and impulse Rita Febriana(a)*, Selly Feranie(b), Ida Kaniawati(b) (a) Postgraduates School, Indonesia University of Education *ritafebrianafisika[at]gmail.com (b) Physics Education Department, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung 40314, Indonesia Abstract Semantic network analysis is one way that can be used to find out the description and relationship between words written by students in a narrative to see the implicit context of students^ thinking. The purpose of this study was to investigate the semantic network keywords of students at the stage of inquiry to real-world application (experimental class) compared with stages up to inquiry labs (control class). The research method used is quasi-experimental with pretest-posttest control group design. A total of 72 science students of grade X in one of the public senior high school in Duri City became the samples in this study. The instrument utilized to determine the students^ semantic network were pretest and posttest in the form of an open-ended essay question about the concepts of momentum and impulse. After learning, The results of the pretest analysis from the semantic network of students in the control class found 3 keywords with a small frequency to represent the concept of momentum and impulse, and in the posttest it was found to increase to 10 keywords with a greater frequency of occurrence while the results of the analysis of pretest the semantic network of students in the experimental class found 3 keywords with a small frequency to represent the concept of momentum and impulse, and in the posttest it was found to increase to 11 keywords with a greater frequency of occurrence. Keywords: semantic network, Levels of Inquiry, momentum and impulse Share Link | Plain Format | Corresponding Author (Rita Febriana)

231	Physics Education	ABS-234
Analysis Of The Validity And Reliability Of Higher-Order Thinking Skill Test Of Physics Duden Saepuzaman1,2,a), Edi Istiyono2, Haryanto2 1) Department of Physics Education, Universitas Pendidikan Indonesia, Indonesia 2) Educational Research and Evaluation, Universitas Negeri Yogyakarta, Indonesia Abstract HOTS is one part of the skills that need to be developed in the 21st Century. HOTS achievement as a result of learning is done through assessment. Assessment can describe the actual ability of students if using a valid and reliable instrument. This study aimed to analyze the validity and reliability of the HOTS physics test instrument construct. This research is quantitative. The data used in this study were student teacher responses to the HOTS Physics test instrument. The test instrument is Two-Tier Multiple Choice (TTMC) with a polytomous score of 4 assessment categories. The research subjects were 264 students. Confirmatory Factor Analysis (CFA) was used to analyze the data. The results showed that each item used had good construct validity. It means that the items developed are valid in measuring HOTS. The construct reliability of this test instrument belongs to the accepted category, which means it has good consistency and stability. Keywords: construct validity, construct reliability, HOTS Share Link | Plain Format | Corresponding Author (Duden Saepuzaman)

232	Physics Education	ABS-250
Study of High School Students^ Experiences in Real and Virtual CCLab Activities A Suhandi1)*, A Samsudin1), A Amin2) 1) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2) Program Magister Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract The CCLab model is a practicum model that has been developed by our research team for the purposes of remedial teaching oriented to remediation of students^ misconceptions. From the results of the implementation test, it was found that the implementation of the real and virtual CCLab models had a high effectiveness in remediating students^ misconceptions. Of course, this success cannot be separated from the cognitive events experienced by the students while participating in CCLab activities. This research was conducted to get an overview of the experiences of high school students during CCLab activities so that their misconceptions can be remedied. This study uses a descriptive method with the number of research subjects of 40 students at one high school in West Bandung Regency who have participated in real and virtual CCLab activities related to the concept of parallel electric circuits. The instruments used for collecting data are structured interviews and student worksheets. The results showed that most of the students experienced cognitive conflict during the practical confrontation of conceptional beliefs which made disequilibrium in their minds- most of the students experienced a situation where they had to change their old conceptions with new conceptions during the practical accommodation of conceptions, almost half of the total number of students have difficulty in assembling and reading electrical measuring instruments during the implementation of real-CClab so that the duration of time required is longer than the implementation of virtual CCLab. These results indicate that the strategies and approaches used in CCLab, namely the conceptual change approach and conflict cognitive strategy, have functioned properly. Keywords: Cognitive events experience, Real and virtual CCLab, High school students Share Link | Plain Format | Corresponding Author (Andi Suhandi)

233	Science Education	ABS-2
The meta-affective profile based on students experiences in learning science Lilit Rusyati, Nuryani Y. Rustaman, Ari Widodo, Minsu Ha 1Science Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2Division of Science Education, College of Education Kangwon National University, 1 Kangwondaehak-gill, Chuncheon-si, Gangwon-do, 24341 Republic of Korea Abstract During science learning, students integrate thoughts and emotions in order to successfully understand science concepts. Sometimes emotions can influence the mind to stay focused during science learning. This survey research aims to profile meta-affective based on students experiences in learning science. The research instrument is a questionnaire which compiled based on the Awareness Dimension (30 statements) and Regulation Dimension (21 statements) with two levels of response, namely frequency and intensity (scale 1-6). This questionnaire has been tested and the results of the analysis using the Winsteps Rasch Model show a value of 0.92 for Person Reliability and 0.99 for Item Reliability, while tests with IBM SPSS Statistics 22 show 0.934 for Cronbach Alpha. The research subjects involved were 634 students from 17 junior high schools spread over seven provinces with 355 students from grade 7, 153 students from grade 8, and 126 students from grade 9. The results showed that the highest response was Enjoy his/her self while completing the task namely frequency on the scale of Always (51.7%) and intensity on the scale of Strongly Enjoy (47.0 %). In addition, Feel nervous during asked by the teacher is the next highest response which is frequency on the scale of Sometimes (41.5%) and intensity on the scale of Somewhat Nervous (40.9%). These results provide implications and opportunities for further research on how teachers facilitate positive and negative emotions felt by students during science learning. Keywords: Meta-affective, Science Learning, Awareness Dimension, Regulation Dimension Share Link | Plain Format | Corresponding Author (Lilit Rusyati)

234	Science Education	ABS-4
Round Table Cooperative Learning towards Students^ Science Anxiety in Learning Global Warming Adinda Siwi Utami (a*), Hayat Solihin (b), Ikmanda Nugraha (b) School of Postgraduate Study, Indonesia University of Education Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154, Indonesia *adindasiwiutami[at]gmail.com b) Faculty of Math and Science of Education, Indonesia University of Education Abstract Government chooses cooperative learning as the strategy to gain concept mastery because of its student-centered activities. However, cooperative learning affects students^ anxiety because they should have some interactions. There are so many types of cooperative learning, but Round Table is only used to learn the language. So, this research investigated the effect of Round Table on students^ science anxiety in learning about global warming. In line with this objective, for the research, 48 7th grade students from one junior high school in Bandung were chosen into 2 groups, 24 students into experiment group with implementing Round Table and 26 students into control group with lecturing method. Pretest, post test, and science anxiety questionnaire were used as the data collection tools. The data analysis indicated that there is no significant difference between two group in science anxiety. Experiment group had an average rank of 25.56, while control had an average rank of 25.44. Therefore, Round Table is recommended to be used in learning global warming especially had a good implementation in grouping and writing stage, but there is needed continues research to decrease science anxiety. Keywords: Round Table Cooperative Learning, Science Anxiety, Global Warming Share Link | Plain Format | Corresponding Author (Adinda Siwi Utami)

235	Science Education	ABS-266
Learning and Presentation Tools for Physical Disabilities Through Speech Recognition Riyanto Setiyono, Nanang Nasrulah, Sally Octaviana Sari, Octa Maryance, Hennie Husniah Langlangbuana University Abstract The development of assistive technology in the learning process for people with special needs is an important issue in supporting equality in educational accessibility. Physical disabilities are individuals who experience permanent physical disabilities in the means of movement (bones, muscles, joints), so that the success of the educational process requires special handling, such as assistive devices in operating hardware. Learning aids and presentations for physical disabilities have now been developed using brain waves but are still not practical and not easy to use. In this paper, we developed a mouse and devices that can control TV monitors and lights for people with physical disabilities using speech recognition, which is the process of identifying voices based on the spoken word Keywords: assistive, physical disabilities, speech recognition Share Link | Plain Format | Corresponding Author (Sally Octaviana Sari)

236	Science Education	ABS-269
Learning and Presentation Tools for Physical Disabilities Through Speech Recognition Riyanto Setiyono, Nanang Nasrulah, Sally Octaviana Sari, Octa Maryance, Hennie Husniah LANGLANGBUANA UNIVERSITY Abstract The development of assistive technology in the learning process for people with special needs is an important issue in supporting equality in educational accessibility. Physical disabilities are individuals who experience permanent physical disabilities in the means of movement (bones, muscles, joints), so that the success of the educational process requires special handling, such as assistive devices in operating hardware. Learning aids and presentations for physical disabilities have now been developed using brain waves but are still not practical and not easy to use. In this paper, we developed a mouse and devices that can control TV monitors and lights for people with physical disabilities using speech recognition, which is the process of identifying voices based on the spoken word Keywords: assistive technology, Physical disabilities, speech recognition Share Link | Plain Format | Corresponding Author (Riyanto Setiyono)

237	Science Education	ABS-14
The Analysis Critical Thinking Skills of Junior High School Students on Geoscience Anggraeni Rusmia Putri (a*), Eko Hariyono (b), Erman (b) Postgraduate Programe, Continuing Program Development State Surabaya University, Jl. Lidah Wetan, Surabaya, East Java, 60213, Indonesia *anggraeni.19045[at]mhs.unesa.ac.id Abstract This research aims to analyze the critical thinking skill of the junior high school student in Mojokerto. This research describes students geoscience conception by using question instruments related to students^ critical thinking skills. The method that used in this research was pre-experimental design with one-shot case study design and descriptive quantitative approach. The test is done online via google form. The question instrument contains 20 questions related to geoscience concept, disasters, and mitigation materials that have been validated by a validator. This research involved 107 students who were on the 7th grade of junior high school in Mojokerto. The results showed that the analysis related to geoscience knowledge of students got an average of 48.79% which was included as very low category, while the critical thinking skills got 43% on the interpretation indicator, 52% analysis, 79% evaluation, 40% inferential, explanation. 54%, and self regulation 40% with an average critical thinking skills of 51% which concluded in the very low category. These critical thinking skills must be built, especially in geoscience concept by using several efficient models to train or improve critical thinking skills, especially in relation to global issues. The accuracy of the analysis of critical thinking skills in this research only shows the results in the Mojokerto area. Keywords: Critical Thinking- Geoscience Concept- Junior High School Share Link | Plain Format | Corresponding Author (Anggraeni Rusmia Putri)

238	Science Education	ABS-270
Passport of Geology Museum: A Development of Pupils^ Worksheet Ai Sutini, Dede Trie Kurniawan, Kuswanto, Rendi Restiana Sukardi Universitas Pendidikan Indonesia Abstract Kindergarten and elementary pupils observe, understand, and interpret scientific objects at the Geology Museum. These educational activities have the opportunity to build various thinking skills if pupils are given probing questions that are able to construct their knowledge. It indicates that a series of probing questions must be given to pupils while they visit the Geology Museum. Therefore, the study aims to develop a prototype called the Passport of the Geology Museum. This passport is in the form of a pupil guide or worksheet in exploring the museum collections equipped with probing questions. These probing questions contain instructions for pupils to write down the interesting objects they encountered while at the Geology Museum. The research was Research and Development model that applied some steps such as need assessment, product development, field trial, and product revision. The instrument used in this study was a prototype feasibility rubric which was equipped with field notes. The data obtained were then analyzed and interpreted to obtain suggestions for improvement. Judgment results from material experts and psychological developments showed that the passport is feasible to be used. Meanwhile, the trial results showed that not all pupils were able to write what they understood, especially for kindergarten pupils. Therefore, pupils were allowed to fill in the answer column using pictures. The results of observations in the pupil^s answer column showed that passports could construct pupils^ knowledge through the contained probing questions, even pupils were able to find out and reconstruct unintended knowledge. Keywords: Worksheet, Geology Museum, Kindergarten, Primary School Share Link | Plain Format | Corresponding Author (Rendi Restiana Sukardi)

239	Science Education	ABS-271
Learning and Presentation Tools for Physical Disabilities Through Speech Recognition Riyanto Setiyono, Nanang Nasrulah, Sally Octaviana Sari, Octa Maryance, Hennie Husniah LANGLANGBUANA UNIVERSITY Abstract The development of assistive technology in the learning process for people with special needs is an important issue in supporting equality in educational accessibility. Physical disabilities are individuals who experience permanent physical disabilities in the means of movement (bones, muscles, joints), so that the success of the educational process requires special handling, such as assistive devices in operating hardware. Learning aids and presentations for physical disabilities have now been developed using brain waves but are still not practical and not easy to use. In this paper, we developed a mouse and devices that can control TV monitors and lights for people with physical disabilities using speech recognition, which is the process of identifying voices based on the spoken word. Keywords: Physical disabilities, speech recognition, assistive Share Link | Plain Format | Corresponding Author (Rd Octavia Maryanche Sujana)

240	Science Education	ABS-272
A Validation of Pre-Learning Questions on Concept Mastery and Creative Thinking Skills in RADEC Learning Model : States of Matters and Mixture Separation Topic Rendi Restiana Sukardi, Wahyu Sopandi, Atep Sujana, Fanny Sumirat, Yeti Nurhayati, Fransiska Astri Kusumastuti, Shela Surya Dwiyani Universitas Pendidikan Indonesia Abstract The results of research related to the RADEC model show that one of the most difficult parts faced by teachers is preparing pre-learning questions for pupils. Pre-learning questions in the RADEC model have a role to focus pupils on the material or skills that must be mastered by pupils. One of the 21st century skills that must be mastered by pupils is creative thinking skills. Therefore, the purpose of this research is to develop and validate pre-learning questions oriented to mastery of concepts and creative thinking skills. The research was Research and Development model that applied some steps such as need assessment, product development, field trial, and product revision. In the needs assessment stage, information was obtained that pre-learning questions related to the topic of state of matters and mixture separation must raise socio-scientific and contextual issues. The validation results from content experts and teachers showed that the pre-learning questions made met the criteria for use. The field trial stage was intended to see the readability of pre-learning questions. The results of the field trial showed that there were several dictions that had to be replaced because they were not familiar to the pupils. Keywords: RADEC, pre-learning questions, concept mastery, creative thinking skills, states of matters, mixture separation Share Link | Plain Format | Corresponding Author (Rendi Restiana Sukardi)

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