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361	Physics Education	ABS-283
Effects of Multiple Representation in Student^s Metacognitive Awareness and Conceptual Understanding in Mechanics Mark Joseph F. Orillo (a), Voltaire M. Mistades (a*) (a) De La Salle University * voltaire.mistades[at]dlsu.edu.ph Abstract This study focused on the effect of the use of Multiple Representations on Grade 11 students^ conceptual understanding and metacognitive awareness in learning concepts in physics (mechanics). There were five Multiple Representations (MRs) used in this study namely: (a) drawing/sketch, (b) free-body diagram/FBD, (c) description, (d) mathematical equation, and (e) concept map (KWL). These MRs were embedded in the teachers^ lesson plan as a strategy in teaching and learning selected Mechanics topics. All these MRs were used by the teacher to discuss each lesson, and by the students to understand and do the tasks given to them. The conceptual understanding of the students was measured by obtaining the mean scores from the formative test scores in the form of quizzes for the topics, Kinematics, Laws of Motion, and Universal Law of Gravitation. The students^ metacognitive awareness was measured using the Metacognitive Awareness Inventory (MAI) questionnaire, given as a pre- and post-test. Perception of the students^ on the use of MRs were also gathered in the form of short response questions. Students^ responses to these questions were also used to elaborate and explain the results in the MAI^s subcategories. Formative tests^ mean scores revealed that students got passing grades in all three quizzes. Results also showed that there was an increasing trend in the students^ quiz mean scores from quiz 1 to quiz 3. Sample paired t-Test also showed that the increase in the students^ scores from quiz 1 to quiz 2, quiz 2 to quiz 3, and quiz 1 to quiz 3 were significant at p < 0.05. The MAI results showed that there was significant difference when comparing the students^ pre- and post-test scores at p < 0.05. This means that the use of MRs made the students more aware of how they think and how they learn physics. Short response results also revealed evidences of the students^ metacognitive awareness. Keywords: Multiple Representations- Metacognitive Awareness- Conceptual Understanding- Mechanics- Physics Share Link | Plain Format | Corresponding Author (Voltaire Mistades)

362	Physics Education	ABS-28
Effectivenes of Cooperative Problem Solving on Energy Concept in Physics Learning Herni Yuniarti Suhendi1*, Diah Mulhayatiah1, Dindin Nasrudin1 , Rena Denya Agustina1, Riki Purnama Putra1,Adam Malik1, Ryan Ardiansyah2 1Prodi Pendidikan Fisika, Jurusan PMIPA Fakultas Tarbiyah dan Keguruan, UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution No. 105, Kota Bandung, Jawa Barat 40614 2Jurusan Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Siliwangi, Jl. Siliwangi No.24, Kahuripan, Kec. Tawang, Tasikmalaya, Jawa Barat 46115 Abstract The purpose of this study was to determine the effectiveness of the Cooperative Problem Solving learning model in improving students^ creative thinking skills on the concept of Energy. The research method used is a quasi-experimental design with a Pretest Posttest Noneequivalent Control Group Design. The research was conducted at SMAN 1 Garut. The research population was all students of class X MIA 1-10. Sampling used cluster random sampling. The selected sample is class X MIA 1 and 9 with a total of 30 students. The creative thinking skills of students were obtained from the pretest and posttest in the form of an essay test. The improvement of each indicator of students^ creative thinking skills on the concept of energy is obtained from the calculation of N-Gain with values of fluency (0.85), flexibility (0.56), and Elaboration (0.72). The results of the hypothesis test prove that there is an increase in creative thinking skills after the application of the Cooperative Problem Solving learning model on the concept of energy. Thus the Cooperative Problem Solving learning model is very effective to be used as a solution in improving students^ creative thinking skills Keywords: cooperative problem solving, creative thinking skills, energy Share Link | Plain Format | Corresponding Author (Herni Yuniarti Suhendi)

363	Physics Education	ABS-287
Development of Multi-Representation-Based Module on Quantum Phenomenon Material for SMA/MA Class XII. Humnatul Haniyah and Fathiah Alatas UIN Syarif Hidayatullah Jakarta Abstract Physics multi-representation ability is the ability to solve physics problems with various representation processes, including mathematically, verbally (written or oral). ), and visuals (notations, pictures and graphics). Often in understanding concepts and practicing physics questions, concepts are not clearly presented in all forms, but can only be verbal, physical, or mathematical. When finding concepts that are still abstract, the use of various representations is needed as a visualization to help build understanding and clarify problem solving solutions. In the textbook, the teaching materials used do not contain information supporting understanding, so that students have difficulty understanding the concepts of the existing material. Likewise, the teacher also has difficulty explaining, especially in abstract material because it must be based on a microscopic review and also visualize the material. The research method used is 4-D research, namely Define, Design, Develop and Disseminate, but is limited to the Develop stage. The subjects of this study were students of class XII IPA 3 SMA Darussalam and XII MIA 2 MA Al-Amiriyyah. The instrument used is a test (cognitive) and non-test (questionnaire). Instruments were given to 34 students and questionnaires were given to 9 experts (material language, media, and instructional design), 34 students (field trials), and 2 physics teachers. The resulting module was deemed feasible by 9 experts (material language, media, and instructional design), effective in increasing the multi-representation ability of students with an N-gain value of 0.4 in the medium category. Multi-representation-based modules are declared practical according to students with a percentage of 88.79%, and are declared practical by teachers with a percentage of 98.95%  Keywords: Multi-representation modules, quantum phenomena, and 4-D Share Link | Plain Format | Corresponding Author (Humnatul haniyah)

364	Physics Education	ABS-32
Developing NELCOM (Newton^s Law Comics) Based on Android for 10th-Grade High School Students Ekri P. F. Baifeto (a*), Ridwan Efendi (b), Selly Feranie (b) Physics Education Study Program, Universitas Pendidikan Indonesia, Bandung, 40154, Indonesia Abstract The purpose of this development research is to produce a physics teaching material product in the form of an Android-based Newton^s Law comic that is used for X-level high school students. The purpose of this development research is to answer the problem between ideal conditions and actual conditions. The research design that will be used in this study follows 5 stages of research and development according to Borg & Gall. In this research, the development stage is carried out to the main product revision stage. The data collection technique used in this study is a questionnaire technique with data collection tools, namely the validation sheet of material experts, media experts, students, and physics teachers using a Likert scale. The data obtained in the study will be processed and analyzed according to the problem and research objectives. Quantitative data from the validation sheet was analyzed descriptively to find the percentage of the feasibility of Android-based Newton^s Law Comics. The quality of developing Android-based Newton^s law comics is in the appropriate category according to material experts with a percentage of 90.53%, very feasible according to media experts with a percentage of 89.17%, very feasible according to users with a percentage of 90.13%, and very feasible according to media experts. physics teacher with a percentage of 89.63%. Based on the results of the research that has been done, it is concluded that the Android-based Newton^s Law comics are suitable for use as teaching materials in the classroom with very valid assessment categories. Keywords: Comics, Newton^s Laws, Android, Physics Share Link | Plain Format | Corresponding Author (Ekri Pranata Ferdinand Baifeto)

365	Physics Education	ABS-288
Development of Sound Thermometer Teaching Aids for Children with Special Needs with Visual Impairments. Fida Faroha Huriyatussania S.Pd and Fathiah Alatas, M.Si Syarif Hidayatullah State Islamic University Jakarta Abstract The development of this sound thermometer props is motivated by the lack of use of teaching aids for special school students, especially the blind so that the learning outcomes in science learning do not meet the basic competency standards of the revised 2013 curriculum. The development of this teaching aid is intended for temperature material which is considered abstract because it is difficult to visualize by blind students. This idea that led researchers to develop a sound thermometer which was previously only used to help blind people measure their body temperature is now being developed and packaged in the form of teaching aids equipped with advantages that were not available in previous studies. Among them are the sound thermometer that has been developed to measure liquids, solids and body temperature and can convert temperatures in degrees Celsius, Reamur, Fahrenheit and Kelvin with sound output. The developed sound thermometer props are equipped with modules and LKPD (Student Worksheets) so that they can help the learning process to improve student learning outcomes. The research method used is 4-D research, namely Define, Design (Planning), Develop (Development) and Disseminate (Spread) which is limited to the Develop stage (Development). Development research subjects were taken from the Majalengka State SLB and YPLB A Majalengka SLB schools. The research instrument used was a test instrument consisting of 15 multiple choice questions and non-test in the form of observation guidelines and assessment questionnaires. The results showed that the sound thermometer props are feasible (96.5%), effective (96%) and practical (91.9%). Keywords: 4-D Development, Sound Thermometer, Improved Learning Outcomes. Share Link | Plain Format | Corresponding Author (Fida Faroha Huriyatussania)

366	Physics Education	ABS-289
Pengembangan Buku Pengayaan Fisika terintegrasi Pendidikan Pembangunan Berkelanjutan pada Isu Energi Terbarukan Windi Wulandari UIN Syarif Hidayatullah Jakarta Abstract Tingginya potensi energi terbarukan di Indonesia tidak berbanding lurus dengan pemanfaatannya. Dari data bauran energi nasional, Indonesia baru dapat memanfaatkan 6% dari keseluruhan energi terbarukan yang dimiliki. Hal ini disebabkan karena Indonesia bergantung sepenuhnya kepada energi yang tidak dapat diperbaharui. Pembelajaran mengenai energi terbarukan diharapkan dapat memberikan wawasan peserta didik untuk dapat memanfaatkan energi terbarukan yang lebih optimal di masa depan sesuai dengan tujuan Pendidikan Pembangunan Berkelanjutan yaitu membekali peserta didik dengan pengetahuan, keterampilan, dan nilai-nilai ke dalam kehidupan sosial, lingkungan, dan tantangan ekonomi abad 21. Sehingga penelitian ini bertujuan untuk mengembangkan buku pengayaan fisika yang terintegrasi dengan Pendidikan Pembangunan Berkelanjutan (PPB) pada Isu Energi Terbarukan. Metode yang digunakan dalam penelitian ini adalah metode penelitian ADDIE berdasarkan tahap penelitian Dick dan Carry yaitu Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi. Sesuai dengan kebutuhan peneliti, penelitian ini dibatasi hingga Implementasi. Pengujian Buku Pengayaan divalidasi kepada empat dosen dengan menggunakan angket yang diperoleh hasil rata-rata 96,5% dengan arti sangat layak. Hasil uji coba terbatas yang dilakukan kepada empat guru dan enam belas siswa dari empat sekolah yaitu SMA Dua Mei, SMA Triguna Utama, MA Islamiyah, dan SMA Negeri 1 Kota Tangerang Selatan dengan menggunakan angket yang telah divalidasi dan diperoleh hasil 93,4% untuk guru dan 87,7% untuk siswa sehingga masuk ke dalam kategori sangat baik dan layak untuk digunakan pada proses pembelajaran fisika di sekolah. Keywords: Buku Pengayaan, ADDIE, Pendidikan Pembangunan Berkelanjutan (PPB), Energi Terbarukan. Share Link | Plain Format | Corresponding Author (Windi Wulandari)

367	Physics Education	ABS-292
Analysis of scientific literacy skills of junior high school students using the framework program for international student assessment (PISA) on the topic of global warming in the city of Meulaboh Ayu Wahyuni UIN Syarif Hidayatullah Jakarta Abstract This study aims to measure students^ scientific literacy skills in cognitive aspects and competencies in the global warming phenomenon. The method used to obtain the data is a mixed method sequential explanatory design using a test instrument with the Program for international student assessment (PISA) framework and interviews. The sample of this study was 60 students from public junior high schools in the city of Meulaboh. The collected data were analyzed and interpreted using descriptive-quantitative then conclusions were drawn. The results of this study indicate that the average achievement of students^ scientific literacy skills in the cognitive aspect shows a higher score than the competence aspect. So it can be concluded that students are less able to apply the theories they have compared to remembering these theories. Keywords: Scientific literacy, Programme for international student assessment (PISA), Global warming Share Link | Plain Format | Corresponding Author (Ayu Wahyuni)

368	Physics Education	ABS-42
Analysis of Critical Thinking Skills Improvement Through App Inventor-Based Learning Media on Sound Wave Topic Adam Malik, Qorry Munifah Assani, Wahyuni Handayani, Muhammad Minan Chusni, Herni Yuniarti Suhendi Department of Physics Education, UIN Sunan Gunung Djati Bandung, Indonesia Abstract This study aims to analyze the improvement of critical thinking skills using learning media development based on App Inventor on sound wave topics. The research method uses the quasi-experimental with non-equivalent control group design. The research population was all students of class XI MIPA in one of the senior high schools in West Java Province. The sampling technique used was random sampling. Class XI MIPA 5 as the experimental class uses App Inventor-based media, and class XI MIPA 2 as the control class uses Google Classroom media. The number of students in both categories is 35 people each. The research instrument used a critical thinking skill test. The analysis technique uses n-gain and t-independent sample tests. The results showed an increase in students^ critical thinking skills in the experimental class by 0.67 in the moderate category and the control class by 0.46 in the medium type. The results of the t-independent sample test show the value of tcount (4.884) > ttable (1.995). Thus, there is a difference in improving students^ critical thinking skills between learning using App Inventor-based media and using Google Classroom media on sound wave topics. Keywords: App inventor, critical thinking, google classroom, sound wave Share Link | Plain Format | Corresponding Author (Adam Malik)

369	Physics Education	ABS-298
Development of Educational Props in Pressure Learning Material for Junior High School to Support the Application of Scientific Approach Qamariah, Subhan An^nur, Mastuang Banjarmasin State Polytechnic, Lambung Mangkurat University, Lambung Mangkurat University Abstract This research was conducted in the form of developing learning media for pressure teaching aids in liquids. The purpose of this study is to describe the feasibility of teaching aids, including: (1) the validity of the teaching aids, (2) the practicality of the teaching aids seen from the implementation of the lesson plan, and (3) the effectiveness of the teaching aids seen from the learning outcomes (attitudes, skills, and knowledge) and student response. In this study, the ASSURE development model was used with the research subject 23 students of class VIIIA SMP Muhammadiyah 1 Banjarmasin. The results showed: (1) the validity of the teaching aids was included in the very good category which means very valid, (2) the implementation of the lesson plans showed a very good category in each meeting which means it was very practical to use, and (3) the average student learning outcomes in aspects of attitudes and skills have increased. In the aspect of knowledge, significant learning outcomes were obtained between pretest and posttest scores, and teaching aids received very good responses from students. These results indicate that the teaching aids have met the eligibility criteria, which means that they can be used and are able to support the application of the scientific approach Keywords: Educational props, pressure learning materials. scientific approach Share Link | Plain Format | Corresponding Author (Qamariah Qamariah)

370	Physics Education	ABS-51
Designing Modeling-Based Physics Online Learning Asisted with Home-Lab-Kit Elisabeth Pratidhina, Dadan Rosana, Heru Kuswanto Universitas Negeri Yogyakarta Abstract Online learning has been developed rapidly in the recent decade, mainly due to COVID 19 pandemic. However, some problems still exist. Lack of students^ engagement is one of them. In addition, online learning in the science field also faces issues related to the lack of laboratory access. It is well accepted that laboratory work is essential for physics courses. Hands-on activity cannot be entirely replaced by alternatives such as simulations or videos. This paper discusses designing online physics classes that adapt modeling-based learning and involve experiment activity using a home-lab-kit. Home-lab-kit is an Arduino-based experimental kit delivered to students in advance before class. We have designed the learning activity and implemented it in a group consisting of 10 college students majoring in physics education. Using a self-report checklist, we measure students^ engagement before and after the learning process. There is an improvement of students^ engagement with N-gain of 0.33. Keywords: modeling based learning, physics, online learning, home-lab-kit, students^ engagement Share Link | Plain Format | Corresponding Author (Elisabeth Pratidhina)

371	Physics Education	ABS-309
The Effect of Guided Inquiry Learning Models Assisted by Multirepresentation-Based E-Modules on Straight Motion Materials In Distance Learning On Student Cognitive Learning Outcomes Gita Putri Isyafiani (a*) and I Made Astra (a) Department of Physics Education, Faculty of Mathematics and Natural Sciences, State University of Jakarta, Gd. Hasjim Asjarie, Universitas Negeri Jakarta, Jl. Rawamangun Muka Raya, RT.11/RW.14, Rawamangun, Kec. Pulo Gadung, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta 13220 *gitaputrisyafiani[at]gmail.com Abstract The COVID-19 virus that has swept the world requires restrictions on all community activities, including education. Teaching and learning activities are also carried out from home through online learning or distance learning, the same as in Indonesia. If usually learning is carried out face-to-face and conventionally, with the policy of the government and because of the COVID virus there is a change in learning design. This study aims to determine the influence of the use of guided inquiry learning models assisted by multirepresentation-based e-modules on straight motion materials in distance learning on cognitive learning outcomes. This research was conducted at 101 Jakarta Senior High School using quasi experimental methods and research designs used, namely pretest-posttest control group. Based on the observations obtained that there was an increase in the average score between pretest and postest in the experimental class by 10 points, it can be concluded that there is an influence from the use of guided inquiry learning models assisted by multirepresentation-based e-modules on straight motion materials in distance learning on the cognitive learning outcomes. Keywords: COVID-19, Distance Learning, Guided Inquiry Model, E-Module, Multirepresentation, Cognitive Learning Outcomes Share Link | Plain Format | Corresponding Author (Gita Putri Isyafiani)

372	Physics Education	ABS-55
Analysis of Physics Textbooks used in Senior High School for Insertion of the Nature of Science. Irwan Koto, Nadzipa Safhira, Connie Program Studi S-1 Pendidikan Fisika FKIP-UNIB. Jl. W.R Supratman Kandang Limun, Bengkulu 38371A Abstract The study aimed to analyze two-grade X physics textbooks published by Erlangga and Yudhistira as commercial publishers. The analyzed textbooks emphasized the insertion of four aspects of the nature of science (NOS): science as a body of knowledge- science as a way of investigating- science as a way of thinking and science and its interaction with technology and society. The content analyzed is the subject matter in the odd semester. The raters consisted of one physics lecturer (rater 1) and two physics teachers (rater 2 and 3). The raters used the scoring rubric developed by the researchers based on indicators from the four aspects of NOS. The results stated that Erlangga textbook inserted (a) the first 46% of the NOS aspects- (b)14% second aspect of NOS- (c) 25% of the third aspect of NOS- and (c) 5% of the fourth aspect of NOS. Also, the results in Yudhistira book revealed that (a) the first 50% of the NOS aspects- (b) 14% second aspect of NOS- (c) 24% third aspect of NOS- and (d) 12% of the fourth aspect of NOS. An inter rater agreement strengthens the analysis results by using the agreement index between Rater-1 and Rater-2- Rater 1 with Rater-3- and Rater-2 with Rater-3 ranging from 0.59 (high) - 0.87 (very high). The analysis results indicated that the two books included the four aspects of NOS with relatively the same percentage except for the fourth aspect of NOS. Alternatively, both books emphasized the category of science as the body of knowledge. Keywords: content analysis, the nature of science Share Link | Plain Format | Corresponding Author (Irwan Koto)

373	Physics Education	ABS-59
Development of PPT-Based Multi-context Recitation and Its Implementation to improve Physics Conceptual Understanding in Vector Material Ahmad Ridlotul Adha (a*), Ayu Wanvirgia Dineng Wilany (b), Muhammad Reyza Arief Taqwa (b) a) b) Educational Physics Department, Faculty of Mathematic and Science, Universitas Negeri Malang, Semarang street 5, Malang, 65145, Indonesia *subeky12[at]gmail.com Abstract The goals of this study are 1) Produce recitation multi contexts program based on PPT at vector material to improve students physics conceptual understanding- 2) To know the effectiveness of using recitation program which is developed to improve students understanding at vector. The development model of this media is 4D with the subject study are 65 college students educational of physics at 5th semester, 17 college students physics at 3rd semester who has learned vector material, and 26 college students of educational of physics at 1st semester who are learning fundamental of physics at Unniversitas Negeri Malang. The results of this study show, 1) There are 26 questions multiple choice with feedback at every option and variation question context at recitation program based PPT- 2) Validator results show that visual and content of recitation program developed have percentages 90,6% (very interesting) and 85,0% (very valid)- 3) Based on the college students respond through a questionnaire about the usability of recitation program show that it was very useful for college students to improve conceptual understanding- 4) The result of a questionnaire about college students perception show percentage 99,2% (very easy to be understood). Furthermore, the implementation result shows 1) Students conceptual understanding of vector material significantly increased after using recitation program with t score -50,722 and p score 0,000- 2) The effect of this media to the students conceptual understanding is very strong which is shown from N gain 0,64 and d effect size 6,29. Nevertheless, in this study was found that college students still have an incomplete conceptual understanding of the sub topic vector component. It happens because they add vectors by using algebra rules, not vector rules. Keywords: Recitation, Multi contexts, Conceptual understanding, Vector. Share Link | Plain Format | Corresponding Author (Ahmad Ridlotul Adha)

374	Physics Education	ABS-322
Application of Moodle-Based Blended Learning to Improve Students Critical Thinking Skills in Straight Motion Materials Muhammad Dwi Putra Rusmawijaya, Chaerul Rochman, Herni Yuniarti Suhendi Prodi Pendidikan Fisika, Jurusan PMIPA Fakultas Tarbiyah dan Keguruan, UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution No. 105, Kota Bandung, Jawa Barat 40614 Abstract The learning applied to the revised 2013 edition of the curriculum requires students to master critical thinking skills. One of the efforts to improve critical thinking skills is by applying Blended Learning. The purpose of this study was to determine the improvement of critical thinking skills using Moodle-based Blended Learning. This type of research is a Quasi Experiment with a non-equivalent research design. Sampling using purposive sampling technique, in order to obtain class X MIPA 4 as the experimental class and X MIPA 5 as the control class at SMAN 1 Cisolok. This research instrument uses essay questions to test critical thinking skills in straight motion material as many as ten questions. The results showed an increase in critical thinking skills of experimental class students obtained an N-gain of 0.60 while an increase in critical thinking skills of control class students obtained an N-gain of 0.56. The results of the analysis of hypothesis testing using t-test using Blended Learning obtained t count pretest of 1.07 and posttest of 1.53 while t table of -2.048 so that t count > t table and H0 is rejected while Ha is accepted. Thus, it can be concluded that there is an increase in students^ critical thinking skills by applying Moodle-based Blended Learning on straight motion Keywords: Blended Learning, Critical Thinking Skills, Straight Motion Share Link | Plain Format | Corresponding Author (Herni Yuniarti Suhendi)

375	Physics Education	ABS-326
Enhancing Students Interpretation and Self-Regulation Skills Through Socio-scientific Issues (SSI) Approach Related to Environmental Change Topic Muhammad Minan Chusni (a*), Adam Malik (a), Winda Setya (a), Rena Denya Agustina (a), Rizki Zakwandi (b) a) Prodi Pendidikan Fisika UIN Sunan Gunung Djati Bandung 40292, Indonesia b) Department of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia *minan.chusni[at]uinsgd.ac.id Abstract This study aimed to determine the effect of SSI learning on environmental change topics on students^ interpretation and self-regulated skills. The method used was pre-experiment with one group pre-test and post-test design. The sampling technique used was random sampling, namely class VII as the experimental class with a sample of 60 students. The instrument used was a test instrument in the form of essay questions on interpretation skills and self-regulated students. Research data were analyzed through prerequisite tests, paired sample t-test, n-gain score, multivariate analysis of variance (MANOVA) test, and Pearson correlation test. The results showed that (1) learning SSI had a significant effect on students^ interpretation skills (0.00) and self-regulated (0.000), (2) the results of the n-gain score analysis on interpretation skills (0.34) and self-regulated skills (0.36) both are in the moderate category, (3) SSI learning affects students ^interpretation and self-regulated skills, and (4) there is a positive relationship between students^ interpretation and self-regulated skills on the Pearson correlation test. This study indicated that the SSI approach applied to science learning, the topic of environmental change, provided an improvement at a moderate level. Keywords: Critical Thinking Skills, MANOVA, socio-scientific issue Share Link | Plain Format | Corresponding Author (Muhammad Minan Chusni)

376	Physics Education	ABS-327
Developing Multitier Open-ended Transverse Wave Instrument (MOTWI): How Do Assess Students^ Misconceptions? Shobrina Nurul Mufida (a*), Ida Kaniawati (a), Achmad Samsudin (a), Endi Suhendi (a), Fini Alfionita Umar (a), Itsna Rona Wahyu Astuti (a), Jajang Kunaedi (a) a) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *shobrina_mufida[at]upi.edu Abstract The study aims to describe the instrument validation of developing Multitier Open-ended Transverse Wave Instrument (MOTWI) which is useful in assessing the misconceptions of high school students. The 4D (Defining, Designing, Developing, and Disseminating) model has been utilized as the method of developing the instrument. In development stage, MOTWI contains multiple-wave representations in the first tier. The sample consisted of 67 high school students aged 16-18 years (21 males namely ^Mas^ and 46 females namely ^Mba^). The validity and reliability of MOTWI were analyzed using Rasch Model with MINISTEP software. MOTWI validity from item dimensionality is valid. Cronbach Alpha (α) value is 0.75 and item reliability is a very good category. The construct validation results of MOTWI are valid and reliable for seven items. The students^ conceptions and misconceptions were analyzed with Wright maps. The conceptions of students are categorized as Sound Understanding (SU), Partial Understanding Positive (PUP), Partial Understanding Negative (PUN), No Understanding (NU), Misconception (MC), and No Coding (NC). The misconceptions were mostly found in the characteristics and the factors that affect the speed of propagation of transverse waves. In conclusion, developing MOTWI can be used to assess and identify conceptions and misconceptions of students. Keywords: Transverse Wave- Misconception- Diagnostic Test Instrument- Rasch Model Analyisis- Physics Education Share Link | Plain Format | Corresponding Author (Shobrina Nurul Mufida)

377	Physics Education	ABS-72
Analysis of Student Communication in the Discovery Learning Model Using Transcript Based Lesson Analysis Asep Irvan irvani (a*), Dian Agus (a) a) Physics Education, Universitas Garut Jalan Raya Samarang No. 52A, Garut, 44151, Indonesia *irvan.irvani[at]uniga.ac.id Abstract The purpose of this study was to analyze student and teacher communication in discovery learning through Transcript Based Lesson Analysis (TBLA). The research was conducted in one of the junior high schools in Garut Regency on science subjects. The learning material studied in this research is about Coulomb^s Law. The learning video is taken from one of the open class activities in a series of lesson study activities. The students involved were grade 9 students as many as 16 students. Through descriptive research methods, researchers reveal learning trajectories and student communication methods in learning through learning transcripts that are made. Learning activities are divided into three main parts, namely introduction, core activities, and closing. There are five stages in the core activity, namely literacy activities, critical thinking, collaboration, communication, and creativity. The results of the analysis show that in the preliminary activity, communication is dominated by the teacher. The dialog that appears is just a minimalistic dialog. In core activities, student communication has started to dominate, especially at the collaboration and communication stages. The use of interactive simulation media at the collaboration stage improves communication between students. In the creativity stage, student communication returns to obey and is dominated by the teacher until the closing activity. The lag time between teacher questions and student answers is the key to student responses. When the pause is given too fast, there is no communication from students at almost all stages. Keywords: Coulomb^s Law- Discovery Learning- Student Communication- Transcript Based Lesson Analysis Share Link | Plain Format | Corresponding Author (Asep Irvan Irvani)

378	Physics Education	ABS-330
Development of Creative Thinking Assessment Rubric in Project Based Learning on Electricity Topic Eka Murdani (a,b)*, Andi Suhandi (c), Muslim (c), Agus Setiawan (d) (a) Doctoral Program of Science Education, Faculty of Education of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia (b) Physics Education Program, STKIP Singkawang, Jl. STKIP Kelurahan Naram, Singkawang 79251, Indonesia *ekamurdani[at]upi.edu (c) Physics Education Program, Faculty of Education of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia (d) Department of Mechanical Engineering Education 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. Physics learning needs to provide opportunities for students to work in groups to solve real problems that require them to carry out the engineering design process in order to create installations, conditions, and processes to solve problems from the point of view of physics in everyday life. This research focuses on creative thinking competence to solve problems with the support of a project that demands creativity and innovation of students. 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 the communication and collaboration skills level on below, approach, and at standard. Keywords: creative thinking, creativity, assessment, project-based learning, electricity topic Share Link | Plain Format | Corresponding Author (Eka Murdani)

379	Physics Education	ABS-332
Analysis of Students^ Critical Thinking Skills on the Theme of Hydrostatic Pressure Using Transcript Base Lesson Analysis (TBLA) Santy Nurmalasari1,a), Sumar Hendayana2,b),and Asep Supriatna 2,c) 1Science Education, Indonesia University of Education, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2Chemistry Education, Indonesia University of Education, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract Abstract. This study aims to analyze the profile of students^ critical thinking skills that appear during hydrostatic pressure learning with the discovery learning model in junior high school. The critical thinking skill indicator used is based on the Paul and Elder version. The method used in this research is descriptive qualitative. This research was conducted in one of the junior high schools in Sumedang Regency, West Java. The research subjects consisted of 16 students from class VIII. The instruments used are observation and video recording during the learning process. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA). The results showed that during the learning process eight elements of reasoning critical thinking skills could be observed, but the percentage was still small. The introductory session found four indicators of critical thinking skills activity with a percentage of 30.53%. In group discussion activities found eight indicators of critical thinking with a percentage of 40.27%. And in the closing session found five indicators of critical thinking skills activity with a percentage of 32.29%. The low achievement indicators of students^ critical thinking skills are caused because students are still not accustomed to expressing what is on their minds and the teacher cannot still ask questions that encourage students to think. Activity analysis and dialogue during learning can be used as reflection material for teachers to evaluate and improve on further learning to make it better. Keywords: TBLA, Discovery learning, critical thinking skills, hydrostatic pressure. Share Link | Plain Format | Corresponding Author (Santy Nurmalasari)

380	Physics Education	ABS-338
Innovation Learning Process in New Normal Era: Effectiveness of online exam proctoring (OPE) technology to increase Student Honesty in Physics Lecture Fitria Herliana a*) , Mawarni Saputri a), Elmi Mahzum a) and Musdar b) a) Department of Physics Education, Universitas Syiah Kuala, Banda Aceh - Indonesia * fitriaherliana[at]unsyiah.ac.id b) Department of Physics Education, Universitas Serambi Mekkah, Banda Aceh - Indonesia Abstract This study aims to determine the effectiveness of Online Exam Proctoring (OPE) technology to increase students^ honesty levels. This research is a pre-experiment using one group pre-test and post-test design methods. A sample of 34 students was chosen randomly and has carried out OPE in physics lecture. The level of honesty of students is measured using the autoproctor application which is used in the implementation of the OPE. Then, the level of honesty before using OPE at meeting 1 compared with after getting used to using OPE at meeting 6. The data were analyzed using paired sample t-tests and quantitative descriptive. The results show OPE technology was effective increasing students^ honesty levels. This is indicated by the results of the paired sample t-test using the Wilcoxon test of 72.5 with a p-value of < 0.001. In addition, the average increase in the pre-test and post-test honesty scores recorded by the autoproctor application was 64.9% for the pre-test and 92.6% for the post-test. The effectiveness of OPE in learning is supported by the results of responses to a questionnaire that measures the relative advantage, compatibility, ease of use, trialability, and observability of the using OPE. The results of the questionnaire responses show an average score of 78.7, namely the use of OPE was classified as effective in learning. The results of this study can be used as a reference for teachers and academic practitioners in an effort to increase the level of honesty of students in online exams using OPE technology. Keywords: Online Exam Proctoring (OPE), Technology Education, Student Honesty, Physics Learning Share Link | Plain Format | Corresponding Author (Fitria Herliana)

381	Physics Education	ABS-339
The Teachers Challenge in 21st Century: Physics and Science Teachers ICT Competencies in Learning Process Elisa a), Fitria Herliana a*), Ahmad Farhan a) and Syamsul Rizal b) a) Department of Physics Education, Universitas Syiah Kuala, Banda Aceh - Indonesia * fitriaherliana[at]unsyiah.ac.id b) Department of Physics Education, Universitas Serambi Mekkah, Banda Aceh - Indonesia Abstract This study aims to determine the science and physics teachers^ Information and Communication Technology (ICT) competencies in Aceh Tamiang District in the learning process. The survey method was used in this research and data to measure teachers^ ICT competencies was obtained with an instrument questionnaire. The questions in the questionnaire were developed from indicators compiled by Tondelur, J., et. al (2017), as many as 19 items and have been valid and reliable. The respondents were 40 science and physics teachers in the Aceh Tamiang district. The data were analyzed using quantitative descriptive analysis and the correlation test. Based on perceptions obtained from research questionnaire data, the average score of teachers^ ICT competencies is 83.3- This score has a very high category. In terms of employment status, the average ICT competence of NON-PNS teachers is 85.9- higher than that of PNS teachers, namely 81.7. Likewise, from a review of the tenure, teachers who have a working period of < 5 years have an ICT competence score of 87. This score is higher than the average ICT skill score of teachers who have worked 6-15 years is 83.6 and >15 years is 81.4. The results of the correlation test obtained a weak relationship between employment status and tenure of science and physics teachers in Aceh Tamiang district on their ICT competencies. These results can be a concern to PNS teachers and teachers who have a longer working period can further improve ICT competencies in learning in order to produce quality graduates. Keywords: Teachers^ ICT Competencies, Physics Learning, Science Learning Share Link | Plain Format | Corresponding Author (Fitria Herliana)

382	Physics Education	ABS-84
Development of Web-Based Online Learning Media Using Google Sites to Increase Student Motivation and Learning Outcomes on Elasticity Material Dhiya Wirdatul Izzah, Pina Pitriana and Ade Yeti Nuryantini Physics Education Program Study, Faculty of Tarbiyah and Teacher Training, UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution, Bandung, Indonesia Abstract Online learning causes students learning motivation to decrease which also affects learning outcomes. Google sites is a solution to increase student motivation and learning outcomes during online learning. The purpose of this study was to determine the feasibility of google sites, to determine the implementation of online learning using google sites, to determine the motivation and learning outcomes of student after learning using google sites. This study uses research and development methods and refers to the 4D model (define, design, develop, disseminate). The sample in this study was 36 students of MAN 2 Cilegon class XI IPA 2. The results showed that the google sites learning media was very feasible with an average validation of 87.9%, online learning using google sites was carried out very well as evidenced by an average implementation of 92,8%, student learning motivation is high of 82.4% and student learning outcomes have increased as seen from the n-gain 0.6 medium interpretation, tcount 20.1305, ttable 2.028 (tcount > ttable). It can be concluded the online learning using google sites can increase student motivation and learning outcomes. Keywords: web, google sites, motivation, learning outcomes, elasticity Share Link | Plain Format | Corresponding Author (Pina Pitriana)

383	Physics Education	ABS-347
Development of STEM-Based Physics Module with Self-Regulated Learning to Train Students Critical Thinking Skills Tiastuti Putri Heryani (a*), Irma Rahma Suwarma (a), Didi Teguh Chandra (a) (a) Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *tiastutiputri05[at]upi.edu Abstract One of the 21st century skills is critical thinking skills. However, according to several research results, it shows that students critical thinking skills in Indonesia are still low. This is caused by inappropriate teaching materials, so that it has an impact on the effectiveness of achieving competence in learning. Teaching materials are one of the most important parts that support the learning process. A module is a form of teaching material that is structured to help students master learning objectives. Modules to practice critical thinking skills according to 21st century skills, which are integrated with the STEM approach. Therefore, this study aims to develop a STEM-based physics module with self-regulated learning to train students critical thinking skills. The SRL agent will assist students in studying the material in the module. The method used is a mixed method, with an exploratory sequential design. Mixed method is a combination of qualitative and quantitative research methods in a study. Qualitative data is needed in designing physics modules, while quantitative data is needed to determine the validity of the modules feasibility in practicing critical thinking skills. The critical thinking skills instrument was developed based on aspects of critical thinking skills according to Ennis. Data collection comes from expert validation result sheets. The results of this development indicate that STEM-based modules with SRL agents are feasible to use properly. And during the learning process is expected to improve students critical thinking skills. Therefore, students critical thinking skills still need to be studied in learning. Keywords: Physics Module, STEM, Self-Regulated Learning, Critical Thinking Skills Share Link | Plain Format | Corresponding Author (Tiastuti Putri Heryani)

384	Physics Education	ABS-96
The Development of Physics LMS-Based on Science Literacy Related Energy Content in Agricultural Context (Farmer) Herawati (a*), Andhy Setiawan (b), Arif Hidayat (b) a) Department of Physics Education, Universitas Pendidikan Indonesia Jalan. Setia Budhi No. 229, Bandung 40154, Indonesia *herawatimaulana[at]upi.edu b) Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia Jalan. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Farmer is a Physics learning media that functions to organize, manage, and deliver subject matter (LMS) on the concept of energy and its changes related to work, changes in mechanical, chemical, electrical, heat and renewable energy on the basic techniques of plant production processes which refers to a science literacy-based learning flow with a web format for vocational school of Agriculture. The purpose of this study was to analyze the concept of Energy and its changes in Agriculture that used in the LMS Farmer. The Material of Energy and its changes in Agriculture in LMS farmer were developed using the ADDIE model 1) Analysis Phase- 2) Design Phase- 3) Developed Phase- 4) Implementation Phase- 5) Evaluation Phase. The non-test research instruments included material validations by four material experts consisting of two physics experts, one teacher and one Agricultural material expert. The data analysis techniques included descriptive statistics. The results showed that the material of Energy and its changes in Agriculture on LMS Farmer, based on the assessment by four experts it lies in the ^good^ category. The conclusion of this study is that the material of Energy and its changes LMS Farmer in good category so that they are feasible to be applied in physics learning for vocational schools majoring in Agriculture. Keywords: Physics LMS- Energy-Science Literacy- Agriculture Share Link | Plain Format | Corresponding Author (Herawati Herawati)

385	Physics Education	ABS-356
THE INFLUENCE OF COMPUTER ANIMATION ASSISTED PROBLEM SOLVING LEARNING ON PHYSICS CONCEPT MASTERING AND CRITICAL THINKING ABILITY IN HIGH SCHOOL STUDENTS Elmi Mahzum, Muhammad Syukri, Fitria Herliana, Syamsul Rizal Pendidikan Fisika FKIP Universitas Syiah Kuala Abstract This study aims to determine the differences in concept mastery and critical thinking skills of students who study with computer animation-assisted problem solving strategies, problem solving strategies, and conventional learning. This research is a quasi research with posttest only design. Data were collected by using a concept mastery test with 20 questions and 5 questions for critical thinking skills after being given treatment in 3 different class groups at SMAN 3 Banda Aceh. The first group is students who study with computer animation-assisted problem solving strategies, the second group is students who learn by problem solving strategies, and the third group is students who learn conventionally. Prior to the treatment and data collection, the instruments used had gone through expert tests and trials. The processed data were analyzed using the multivariate of Anova and then further tested with the Tukey test. The results of this study indicate that: (1) Computer Animation-assisted problem solving strategies are better than conventional and problem solving strategies for students^ mastery of physics concepts. (2) Problem solving strategies assisted by Computer Animation are better than conventional and problem solving strategies for students^ critical thinking skills. Keywords: problem solving, computer animation, mastery of concepts, critical thinking skills. Share Link | Plain Format | Corresponding Author (Elmi Mahzum)

386	Physics Education	ABS-359
Profile of Students Critical Thinking Skills on the Concept of Pressure Oriented NOS (Nature Of Science) Through Collaborative Sharing And Jumping Task Yuyu Rahayu, Asep Supriatna, Riandi 1. Science Education, Indonesia University of Education, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2. Chemistry Education, Indonesia University of Education, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 3. Biology Education, Indonesia University of Education, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract This study aims to analyze the profile of students critical thinking skills that emerged during the NOS-based science learning process on the concept of pressure by using a collaborative learning design of sharing and jumping tasks. The NOS-based science learning carried out includes 7 aspects, namely Empirical based, Tentative, Theories and law, Sociocultural embeddedness, Creativity, Scientific method, and Subjective. Indicators of critical thinking skills used are based on Ennis (1985). The method used in this research is descriptive qualitative. This research was conducted in one of the junior high schools in Sumedang Regency, West Java. The research subjects consisted of 16 students from class VIII. Lesson design sharing & jumping tasks consist of learning stages: opening activities, sharing tasks, jumping tasks, and closing activities. The instruments used are observation and audio video recordings during the learning process. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA). The results of the analysis show that the implementation of NOS-based science learning on the concept of pressure by using a collaborative learning design of sharing and jumping tasks can bring up students^ critical thinking skills in the learning process. The activity profile of students^ critical thinking skills that appeared based on the Ennis (1985) indicator in the opening activity found 2 indicators with the percentage of students showing the highest critical thinking activity 41.7%, in the sharing task 1 activity found 5 indicators with the percentage of students showing critical thinking activities the highest was 43.7%, in the sharing task 2 activities found 12 indicators with the percentage of students showing the highest critical thinking activity 83.3%, in the jumping task and closing activities found 8 indicators with the percentage of students showing the highest critical thinking activity 100%. Keywords: lesson design, critical thinking skills, NOS, sharing & jumping tasks, pressure. Share Link | Plain Format | Corresponding Author (Yuyu Rahayu)

387	Physics Education	ABS-361
ANALYSIS STUDENT^S COMMUNICATION SKILLS USING ICARE-U LEARNING MODEL ON ENERGY SOURCES MATERIALS Mala Pratiwi, Ardian Asyhari, Parsaoran Siahaan a) Departement of Physics Education, State Islamic University (UIN) Raden Intan Lampung, Jl. Endro Suratmin, Bandar Lampung, Indonesia *malapratiwi[at]radenintan.ac.id b) Departement of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No 299, Bandung, Indonesia Abstract The research aimed to anlyse the impact of the ICARE- MBI2 (ICARE-U) learning model on students^ communication skills on energy sources materials. The ADDIE design (Analysis, Design, Development, Implementation, Evaluation) was applied. The participants of this research are 13 male students called ^Mekhanai^ and 17 women called ^Muli (Lampungnese trib) of twelve class in Senior High School in Bandar Lampung. The instruments used in this study were creative thinking skills tests with four communication skills indicator^s by Partnership 21 framework. The improvement of communication skills can be seen from the average communication skills of task 1 and task 2 are 52.5 and 95.75 that there is a significant impact on students^ communication skills on energy sources materials. Student responses after using the ICARE-U learning model with the rasch model analysis. The results measure is 0.60 with an average of 0.54 for 30 students and 10 questions. Students^ communication skills have increased after receiving learning using the ICARE-U learning model with student^s worksheet and learning website as a multimedia. Based on this research, learning using the ICARE-U model impacts students^ communication skills on energy sources materials. Keywords: communication skils, ICARE, energy sources Share Link | Plain Format | Corresponding Author (Mala Pratiwi)

388	Physics Education	ABS-111
Analysis Feasibility of E-module Based PBL-STEM with Simple Machine Material to Improve Students^ Critical Thinking Skills Yoga Parenta(a*), Mohammad Masykuri(a), Sulistyo Saputro(a) a) Sebelas Maret University, Surakarta, Indonesia *yparenta76[at]gmail.com Abstract This study aims to determine the characteristics and feasibility of e-module based PBL-STEM with simple machine materials to improve students^ critical thinking skills. This type of research is Research and Development (R&D). The development model used in this study is the 4D model. The instruments used in this study are expert validation sheets consisting of language aspects, material aspects, media aspects, and learning aspects. The results of product validation tests by experts obtained a level of achievement for language aspects by 93%, material aspects by 71.6%, media aspects by 86.6%, and learning aspects by 93%. The average total achievement rate is 86.05% so it can be interpreted as very feasible. Thus e-module based PBL-STEM simple machine materials become a viable product. Keywords: e-modul, PBL-STEM, simple machine, critical thinking Share Link | Plain Format | Corresponding Author (Yoga Parenta)

389	Physics Education	ABS-113
The Effect of Concept Map on Cognitive Load in Science Classroom During Post-Pandemic COVID-19 Anna Nurul Alfyah (a*), Adi Rahmat (b), Taufik Rahman (b) a) Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi 229, Bandung 40154 b) Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jalan Dr. Setiabudi 229, Bandung 40154 Abstract Currently, students are allowed to back to school for learning in this post-pandemic Covid-19. For months, students were forced to do remote learning through online classes. As the social restriction limits the learning process unlike the real classroom situation, it is expected that online learning would impact cognitive load. This study investigated the effect of a concept map on cognitive load during heat topic. The method of this research was a quasi-experiment with a post-test-only control group design. The participants were 70 students in seventh grade which divided into two groups. The naïve subjective rating scale was used to measure cognitive load which is consist of Intrinsic Cognitive Load (ICL), Extraneous Cognitive Load (ECL), and Germane Cognitive Load (GCL). The experimental group which used concept map during learning scored lower on cognitive load than the control group. The average ICL and ECL scores of the experimental group were lower than the control group, whereas the average score of GLC was higher than the control group. The findings suggested that the concept map can be used to reduce cognitive load and as a learning tool, it can be used in the classroom or during self-learning sessions in remote education. Keywords: Cognitive Load- Concept map- Post-pandemic COVID-19 learning Share Link | Plain Format | Corresponding Author (Anna Nurul Alfyah)

390	Physics Education	ABS-369
Student Perceptions of the Implementation of the Concept of Organizer Teacher and Freedom in Learning in IPBA Lectures Ahmad Farhan 1), Elisa2) , Fitria Herliana3), Sri Wahyuni4), Evita Kharisma5) 1,2,3,4 Physics Education, Syiah Kuala University, Darussalam, Banda Aceh Indonesia 5 Physics Education Students, Syiah Kuala University, Darussalam Banda Aceh Abstract Abstract. The concept of an organizer teacher and freedom in learning became an interesting discourse after it was introduced by the Minister of Education, Research Culture and Technology at the end of 2019. Lecturers of the IPBA course at the Department of Physics Education FKIP USK innovated the discussion method. The research was conducted to answer how (1) the ability of the lecturers (2) the activeness of students, (3) the atmosphere of the lecture, and (4) the ability to absorb lecture material. The research method is quasi-experimental. 9th - 12th meeting- Lectures are carried out using the discussion method whose material is determined by the lecturer (control). The 13th - 16th meeting- The lecture takes place with an innovative discussion method, where students are given the freedom to ask questions about any material they want to know but it is still within the scope of the IPBA material. (treatment). The innovation of this discussion method is expected to create student-centered learning (SCL). Research data is the perception of students obtained with a questionnaire instrument. Data were analyzed using qualitative statistics. The results showed that: (1) the quality of the lecturer^s ability to manage lectures were good (control) and very good (treatment), (2) the atmosphere of the lecture was pleasant (control) and very pleasant (treatment), (3) students felt active (control). ) and very active (treatment) in lectures, (4) the ability of students to absorb a lot of lecture material (control) and very much (treatment). It was concluded that the innovative discussion method in IPBA lectures at the Department of Physics Education FKIP USK was able to improve the quality of the lecture process. Keywords: discussion of innovation, the concept of driving teachers, independent learning Share Link | Plain Format | Corresponding Author (Ahmad Farhan)

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