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121	Physic Education	ABS-2
Remediation of Misconceptions with e-learning based collaborative learning (KABEL) on Heat Material Heny Ekawati Haryono (a*), Iib Marzuki(a), Ida Kaniawati(b), Maryani(c) (a)Darul ^Ulum Islamic University, Indonesia * henny[at]unisda.ac.id (b)Indonesian University of Education, Indonesia (c)Jember University, Indonesia Abstract In physics subjects there are still often misconceptions, such as in the material Heat. This study aims to describe the reduction in participants misconceptions students on heat material after remediation of misconceptions using e-learning based collaborative learning (KABEL) on heat material. This research is a pre-experimental study with a one-group design pretest-posttest. Data collection techniques for understanding the concept of students using pretest and posttest in the form of a four-level diagnostic test. The analysis technique uses test Wilcoxon and Mann-Whitney test. The results in this study are students experience reduction of misconceptions, indicated by an increase in understanding of the concept significantly after being given remediation, and the three schools experienced an increase understanding or reduction of misconceptions that are not different. So, remediation misconceptions about using collaborative learning based on e-learning (KABEL) can reduce students^ misconceptions about heat, marked by a significant increase in understanding of the concept. Keywords: Misconception- Heat Material- collaborative- E-learning Share Link | Plain Format | Corresponding Author (Heny Ekawati Haryono)

122	Physic Education	ABS-4
How effective is the use of the ICARE model (Introduction, Connection, Application, Reflection, and Extension) in developing critical thinking and collaborative skills among students on the topic of momentum and impulse? Carolina Sri Athena Barus^1, Parsaoran Siahaan^2, Endi Suhendi^3, Ahmad Samsudin^4 Program Studi Pendidikan Fisika, Universitas Pattimura, Ambon, Indonesia Program Studi Pendidikan Fisika, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract The purpose of this research is to investigate the effectiveness of the critical thinking skills and collaborative skills of students in learning using the ICARE model (Introduction, Connection, Application, Reflection, and Extension). The research design used in this study is an explanatory sequential mixed method. The research instruments consist of three instruments: an essay-based critical thinking skills test consisting of 11 questions, an assessment of collaborative skills comprising three aspects: 1) Knowing one^s responsibility within the group, 2) Demonstrating mutual respect towards fellow group members, and 3) Working as a cohesive group, and a student response questionnaire. The participants in this study are students from a high school in Lubuk Pakam city, totaling 32 students (15 males and 17 females). The ICARE model-based learning is effective in enhancing critical thinking skills, as indicated by a normalized gain value of 0.56, which falls under the moderate category, and a significance level of 0.05. The ICARE model-based learning is also effective in fostering collaborative skills, with average scores of 54.43% in the first session, 70.73% in the second session, and 80.73% in the third session. In conclusion, this study demonstrates that the ICARE learning model is effective in developing critical thinking skills and collaborative skills among high school students on the topic of momentum and impulse. Keywords: Critical Thinking, Collaboration, ICARE Model. Keywords: PCritical Thinking, Collaboration, ICARE Model. Share Link | Plain Format | Corresponding Author (Carolina Sri Athena Barus)

123	Physic Education	ABS-10
Design and validation of Argumentative Assessment instrument based on the Socio-scientific Issues on Environmental Problems Rahmawati Rahmawati (a*), Yusri Handayani (a)- Tri Hastiti Fiskawarni (a) Program Studi Pendidikan Fisika, FKIP, Universitas Muhammadiyah Makassar a) Department of Physics Education, FKIP, Universitas Muhammadiyah Makassar Jalan Sultan Alauddin, Makassar 90221, Indonesia *rahmawatisyam[at]unismuh.ac.id Abstract This research related to analytical frameworks for assessing scientific argumentation in the last two decades showed that it has not developed much and was still very limited, especially in the context of Environmental Physics material which was oriented towards socio-scientific issues. In the curriculum structure of Department of Physics Education, Faculty of Teaching Training and Education, University of Muhammadiyah Makassar, Environmental Physics course is one of the compulsory subject groups with a total credit load of 3 credits. Several research results have tried to develop various forms of instruments to measure argumentation skills but have weaknesses in their implementation in the field because they were only based on transcripts. Furthermore, the development of an argumentative assessment that can measure students^ scientific argumentation skills that are oriented towards socio-scientific issues, especially in Environmental Physics course, has never been carried out. For this reason, it is necessary to develop an argumentative assessment oriented towards socio-scientific issues that is implementable, comprehensive and effective in measuring students^ scientific argumentation skills. This research is a developmental research using The Design Based Research stage model which consists of five stages, namely developing an assessment framework, designing items, developing rubrics, conducting trials, and applying the Racsh Model analysis. The application of the Racsh Model analysis aims to obtain a valid and reliable instrument using the Item Response Theory (IRT) approach assisted by the Winsteps version 3.6.2 program. The output of this research is an argumentative assessment oriented to socio-scientific issues that is appropriate for use (standard) in Environmental Physics course Keywords: Argumentative Assessment Instrument- Rasch Model Analysis- Environmental Problems- Validation Share Link | Plain Format | Corresponding Author (Rahmawati Rahmawati)

124	Physic Education	ABS-32
HOW DO E-WORKSHEET USING WIZER.ME BASED GOOGLE SITE IMPROVE HIGHER ORDER THINKING SKILLS AND COMMUNICATION SKILLS? Yanti Sofi Makiyah, Sandi Septiana, Ifa Rifatul Mahmudah and Dwi Sulistyaningsih Physics Education, Siliwangi University Abstract Higher Order Thinking Skills (HOTS) and Communication Skills (CS) must be taught to pre-service physics teacher in the twenty-first century if they are to become future professional physics teacher. Based on the results of the preliminary study it is known that the HOTS and CS categories of physics education students are still lacking with an average score of 25 and 3. In addition, learning time in class is limited to solving problems so lecturers want to take advantage of technology in making teaching materials that facilitate independent practice outside the classroom, easily accessible to pre-service physics teacher (paperless), easy to provide feedback and correction results from worksheets so that learning evaluation is more effective and efficient. One treatment that can be applied to train HOTS and CS is to use teaching materials in the form of electronic-worksheets (e-worksheets) using Wizer.me based Google Site. E-worksheets will be more optimal if applied in learning, namely the Contextual Teaching and Learning (CTL) model and the Blended Problem-Based Learning (B-PBL) model. The purpose of this study was to determine the effectiveness of e-worksheets in CTL and B-PBL using Wizer.me based Google Site, changes to HOTS and CS and to determine student perceptions of using e-worksheets. The research method is quasi-experimental with a two-treatment counterbalanced design. The population of this study was all statistical physics classes for the 2022/2023 academic year, consisting of 2 classes with a total of 66 students. The sampling technique was purposive sampling, with 33 students in each class. Data collection techniques used the HOTS test, communication skills observation sheets and perception questionnaires about the use of CTL and B-PBL-based e-worksheets. The HOTS test is in the form of a description with a total of 3 questions including analyzing (C4), evaluating (C5) and creating (C4). Communication skills observation sheets include systematics/format, use of language, completeness and sequence of contents. The perception questionnaire consists of 9 questions using the Guttman scale. Based on the results of data analysis, it is known that CTL and B-PBL-based e-worksheets are effective in training HOTS and CS with large categories, namely 0.88 and 0.91. The increase in HOTS and CS was in the high category in both classes but the increase in the BPBL-CTL class was better with N-Gain, namely 0.87 and 0.92. The results of the questionnaire analysis stated that physics education students gave a good response with almost all students stating that the use of e-worksheets using Wizer.me based Google Site could increase HOTS and CS and physics education students were more independent in finding solutions to problems. Based on the results of data analysis, it can be concluded that e-worksheets in CTL and B-PBL using Wizer.me based Google Site can increase HOTS and CS. Keywords: e-worksheet, CTL, B-PBL, HOTS, communication skills Share Link | Plain Format | Corresponding Author (Yanti Sofi Makiyah)

125	Physic Education	ABS-48
Implementing Scientific Inquiry Learning in Rural Area: Understanding students need to train inquiry skills in dynamic electricity concepts Nur Ichsan Sumardani, Dadi Rusdiana, Eka Cahya Prima Indonesia University of Education Abstract The development of digital technology has become a phenomenon that not only changes how we interact with the world but also creates social segregation affecting both advanced and underdeveloped countries, as well as rural and remote areas. The COVID-19 pandemic has accelerated digital adaptation worldwide, emphasizing the importance of digital literacy. To facilitate this, ADDIE development research was conducted to address the needs of students. First, the research conducted an analytical survey of 400 middle school students to explore their scientific interests and digital literacy in the Lebak Regency, which had previously been identified as one of the underdeveloped areas in Indonesia but had shed that status in 2019. The analysis revealed that 99% of students had used electronic devices in their daily lives. However, only 69% of students used them in an educational context within the classroom. Additionally, the analysis showed that 62% of respondents spent 1-2 hours per day learning activities on the Internet, while 30% of respondents reported spending more than 6 hours for purposes other than studying. Perceptions of science also indicated high interest (56%), but confusion about concepts still occurred in the classroom, leading to 55% of students not fully understanding the material after completing the class. To address these challenges, the research attempted to design web-based learning media in the form of modules. The resulting design was implemented using Google Sites in the form of inquiry-based activities accessible through www.belajarinkuiri.com. In conclusion, the development of web-based e-modules proved to be an effective method to meet the needs of students in the Lebak Regency, Banten and is worthy of experimentation in the implementation phase. Thus, efforts to address digital literacy challenges and enhance scientific literacy in the era of globalization can be tackled. Keywords: ADDIE, Guided Inquiry, Scientific Inquiry Share Link | Plain Format | Corresponding Author (Nur Ichsan Sumardani)

126	Physic Education	ABS-49
Science Process Skills-Based E-Module for Earth and Space Science Class: A Supplemental Teaching Resource of NAAP Basic Coordinates And Seasons Simulator Ifa Rifatul Mahmudah, Rahmat Rizal, Rifa^atul Maulidah, Dwi Sulistyaningsih Siliwangi University Abstract Living in this interconnected world, students require having science process skills. The study of science process skills-based instructional material has been on the rise for the last decade. Yet there are few regarding the developing science process skills-based electronic module (e-module) for higher-education Earth and Space Science Classes. This study aims to overcome these limitations by developing a science process skills-based e-module as a supplemental teaching resource of NAAP basic coordinates and seasons simulator. The development of e-module refers to the 4-D research and development model. This study intends to look into (1) how to design the science process skills-based astronomy e-module, 2) how is the validity of the e-module, and 3) how students^ perceptions towards the e-module. For a better result, the e-module was assessed by three validators through an online questionnaire, including language use, material substance, the accuracy of integrating science process skills, and application features. Data on first-year undergraduate physics students^ perception of overall learning experience using e-module was collected through an online Likert scale questionnaire. Results revealed that the science process skills-based e-module was categorized as valid. Findings also revealed the students reported a positive learning experience and described it as worth their time to learn basic coordinates and season topics through e-module. Keywords: e-module, earth and space science, science process skills, naap virtual laboratory Share Link | Plain Format | Corresponding Author (Ifa Rifatul Mahmudah)

127	Physic Education	ABS-56
Design of Digital-Based Photoelectric Effect Practicum Devices Dewi Hikmah Marisda (a*), Ana Dhiqfaini Sultan (a), Syamsuriana Basri (b), Irma Sakti Tahir (b), Nurjannah (a), Mutiara Siska Aprilia (a) a) Physics Education Study Program, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar b) Physics Education Study Program, Faculty of Teacher Training and Education, Maros Muslim University Abstract The Photoelectric Effect Practicum is one of the practicum units in Modern Physics Experiments. The Modern Physics Experiment is a support for the Modern Physics course. In some tertiary institutions that have laboratories and supporting experimental equipment, making the Modern Physics Experiment one of the courses burdened with 2 credit credits of lectures. While other tertiary institutions which do not have practicum support facilities, do not organize Modern Physics Experiment lectures, only requiring Physics Education students to program Modern Physics (theory) courses. Based on the analysis of the material and lecture achievements at the defined stage, the researchers decided to design a Photoelectric Effect practicum. The aim of the research is to describe the design stages in the aspects of media selection, format selection, and initial design of digital-based Photoelectric Effect practicum devices. This research is research and development which refers to the 4D-Thiagarajan development model. The research data is presented descriptively. Based on the selection of media, format, and initial design, the Photoelectric Effect practicum designed will be based on Arduino Uno. The Photoelectric Effect practicum module is presented in digital form. It is hoped that this research will become a student learning medium, which can be used not only in the Physics Education Study Program as researchers but also in several Physics Education Study Programs that have not carried out modern physics experiments. Keywords: Arduino Uno- Digital Practicum Devices, Photoelectric Effect Share Link | Plain Format | Corresponding Author (Dewi Hikmah Marisda)

128	Physic Education	ABS-62
Optimizing Critical Thinking Skills Through Wizer.Me-Based E-Module Development Using Discovery Learning Model in Fundamental Physics 1 Course Ernita Susanti, Yanti Sofi Makiyah, Dwi Sulistyaningsih Siliwangi University Abstract The 21st-century learning paradigm emphasizes students have critical thinking skills, connect knowledge with the practical world, and master information technology. The utilization of technology in learning has shifted the delivery of material using the lecture method to learning using interactive media. One of them is the use of e-modules based on discovery learning. E-modules are electronic modules that require students to construct their knowledge. The used e-modules in the learning process expect to help optimize students^ critical thinking skills. One platform that can use to create e-modules is Wizer.Me. This research aimed to develop an e-module based on the discovery learning model using Wizer.Me to optimize students^ critical thinking skills in 2nd fundamental physics courses with valid and practical criteria. This research uses research and development (R&D) methods with McKenney^s development model. The data in this research are needs analysis data, validation data, and practicality data. The research instrument consisted of analysis sheets, validity, and practicality questionnaires. The data analysis technique uses descriptive percentages. The research results show that e-modules based on the discovery learning model use Wizer.Me to optimize students^ critical thinking skills with valid and practical criteria. Keywords: e-module, discovery learning, wizer.me, critical thinking skills Share Link | Plain Format | Corresponding Author (Ernita Susanti)

129	Physic Education	ABS-71
Diagnosis of Students Conception on Light and Optic Topics with Four-Tier Test Rossy Andini Herindra Putri (a*) Ari Widodo (b) Lilit Rusyati (a) a) Science Education, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung *rossyandiniherindraputri[at]upi.edu b) Biology Education, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung Abstract Students^ conception is defined as the way students making sense of a range of natural phenomena. Identifying students^ conception is very essential because it leads to more focused teaching and enables teachers to prevent and eliminates misconceptions. The four-tier test is chosen because it is a stronger and more sensitive diagnostic test. Light and optic topics are chosen because it is an essential topic at school and there are repetitive misconceptions in these topics. Therefore, students^ conception on light and optic topics is diagnosed with the four-tier test in this research. The instruments were constructed from a list of indicators. The questions were administered online to 817 8th-grade students. Students^ conception is categorized into five which are scientific knowledge, false positive, false negative, misconception, and lack of knowledge. Frequencies and percentage are calculated with excel program and the data is further analyzed with Mann-Whitney U test to see if there is any significant difference between students who have learnt the topics and who have not. The result shows that that in general, students have more misconception than scientific knowledge, students did best in the formation of image on mirrors, students did worst in the optical instruments, and there is no significant difference between students who have learnt the topics and who have not. The causes are unconfronted misconceptions, online learning, and unfamiliarity. This indicates that teachers have to address common misconceptions in class, facilitating conceptual change by hands-on activities, and relate the concept with students^ daily life. Keywords: Students conception- Four-Tier Test- Light and Optic- Misconception- Learning loss Share Link | Plain Format | Corresponding Author (Rossy Andini Herindra Putri)

130	Physic Education	ABS-75
The Influence of Quantum Teaching on Problem Solving Skills in The Context of Lifelong Learning Sylvia Nur Azizah (a), Eko Sujarwanto(a*), Ifa Rifatul Mahmudah(a) (a)Physics Education, Siliwangi University, Jln. Siliwangi No. 24 Kahuripan, Kota Tasikmalaya 46115, Jawa Barat, Indonesia *eko.sujarwanto[at]unsil.ac.id Abstract Quantum teaching states that the learning environment and learning media are designed to be able to provide knowledge that can be accepted by students. Quantum teaching also implies that every student^s learning efforts should be recognized and every achievement should be celebrated. These principles are in accordance with the principles of equitable and lifelong learning as stated in the Sustainable Development Goals. One of the skills for sustainable education and lifelong learning is problem solving skills. However, students^ problem solving skills are still in the low category. This was found in class xi mipa sma n 9 Garut through a preliminary study. The Researchers applied quantum teaching to overcome this problem. The research method used was quasi experiment with non-equivalent control group Design. The research population used was the entire class XI MIPA SMA Negeri 9 Garut consisting of 6 classes totaling 218 students. Researchers used cluster random sampling technique as a sampling consisting of 2 classes, namely XI MIPA 1 totaling 36 students as experimental class and XI MIPA 5 totaling 37 Students as the control class. The research instrument used was a problem solving Ability essay test of 9 questions. The data analysis techniques used are t-test and N-gain test. Based on the results of t-test for post-test score and N-gain, at the 99,5% confidence level, the Quantum Teaching has a Significant effect on problem solving skills. In Addition, based on the N-gain results, it was found that the use of the quantum teaching can improve problem solving skills by 0,65 in the medium category compared to Direct Instruction learning model which is 0.29 in the low category. Quantum teaching is influential because its learning activities stimulate students to be actively involved in problem solving steps, provide direct experience, and increase positive attitudes towards learning. Keywords: Problem solving skill- Quantum Teaching Share Link | Plain Format | Corresponding Author (Eko Sujarwanto)

131	Physic Education	ABS-78
E-Module Based on Multi-Representation Approach Assisted by Modellus Software on Kinematics Material Dwi Sulistyaningsih, Yanti Sofi Makiyah, Ernita Susanti Siliwangi University Abstract Problems in physics are often presented in various forms such as pictures, graphs, diagrams, tables, and verbal, so the ability to multi-representation is important for students. Based on the results of observations in the mechanic^s course shows that students^ multi-representation abilities still need to improve, so students experience difficulties in solving physics problems. Therefore, teaching materials are needed that can train students^ multi-representation abilities. This study aimed to produce teaching materials in e-modules based on a multi-representation approach assisted by modellus software on kinematics material with valid and practical criteria. This study uses research and development (R&D) methods with a 4-D development model. Evaluation of the validity level of the e-module was carried out by three material experts and media experts using a validation sheet. An assessment of the practicality level of the e-module was assessed by 30 student representatives who had taken mechanics courses using a product practicality questionnaire. The study results show that e-modules based on a multi-representation approach assisted by modellus software are valid and practical for training students^ multi-representation abilities. Keywords: e-module, kinematics, modellus software, multi-representation Share Link | Plain Format | Corresponding Author (Dwi Sulistyaningsih)

132	Physic Education	ABS-81
STEM Learning Design in the Combination of Basic Technology Education and Basic Electronics Courses for Physics Education Students Rifaatul Maulidah (a*), Rahmat Rizal (a), Ifa Rifatul Mahmudah (a) a) Department of Physics Education, University of Siliwangi, Jalan Siliwangi No 24, Tasikmalaya 46115, Indonesia Abstract Science, Technology, Engineering, and Mathematics (STEM) Education has given rise to the need for an integrated and contextual approach to learning. This study presents a STEM learning design that blends assignments from Basic Technology Education and Basic Electronics courses to improve students understanding and problem-solving skills. This design is directed to link the concepts of technology, electronics, and physics to increase the application and relevance of learning. The research method used is qualitative with a class action research approach. The research subjects were students who contracted the two courses in semester 4. The assignments given to students challenged them to present the basic concepts of technology and to design, build, and operate electronic circuits that have applications in solving physics problems. Data was collected through class observation, assessment of project assignments, and student reflection. The study results show that this STEM learning design provides an immersive learning experience, helps develop problem-solving skills, and increases learning motivation through linkages with real-world applications. This study also presents an overview of the importance of integrating the two subjects to achieve a holistic STEM education. By leveraging this approach, educational institutions can create compelling learning experiences, prepare students to face future challenges in technology and physics, and produce graduates ready to contribute to a developing society. Keywords: Basic Electronics, Basic Technology Education, Learning Design, Problem Solving Ability, STEM Share Link | Plain Format | Corresponding Author (Rifaatul Maulidah)

133	Physic Education	ABS-83
What is Needed to Change Students^ Waves Conceptions?: Precursory Development of CoSiReT (Computer Simulation on Refutation Texts) Shobrina Nurul Mufida (a), Achmad Samsudin (a), Endi Suhendi (a), Ida Kaniawati (a*), Hera Novia (a) a) Department of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *kaniawati[at]upi.edu Abstract Before learning activities in class, some students have various conceptions, especially potential misconceptions. Therefore, this examination aims to develop Computer Simulation on Refutation Texts (CoSiReT) for wave learning. Updates on refutation text are useful to facilitate changing students^ conceptions regarding the basic concept of transverse waves. The 3D model (Define, Design, and Develop) is used for the precursory research design. CoSiReT is designed to integrate computer simulation on Refutation Texts and is developed in interactive form. The research instrument consisted of validation sheets for five experts and six practitioners (physics teachers) in Tuban, East Java, Indonesia. The instrument consists of 15 indicators covering aspects of 1) instructions for use, 2) language, 3) presentation content, and 4) appearance. Expert and practitioner judgment data analysis using a rater test assisted by Mini-Facet Rasch software. The results stated that CoSiReT fulfilled all aspects and there were improvements to several indicators by the validator. Accordingly, the precursor development of CoSiReT can be sampled and implemented as a learning innovation that seeks to change students^ conceptions of basic waves concept. Keywords: CoSiReT- Refutation text- Conceptual change- Misconception- Alternative conception- Waves Share Link | Plain Format | Corresponding Author (Shobrina Nurul Mufida)

134	Physic Education	ABS-87
IMPLEMENTATION OF ONLINE LEARNING WITH VIDEO-BASED TASKS FOR INCREASING THE VALUES OF INTELLIGENT CHARACTER Andi Arie Andriani Department of Physics Education, Faculty of Teacher Training and Education Muhammadiyah University of Makassar Abstract This research was motivated by the problem of learning during the pandemic which is less effective in increasing the values of the intelligent character of students, where superior human resources were needed and able to compete in a healthy manner. One alternative solution that could be done in the Optical Physics course is to implement learning with video-based tasks using video applications. The research objective was to describe the implementation of online learning with video-based tasks in increasing the values of the intelligent character of physics education students at the Muhammadiyah University of Makassar. The research method used a classroom action research. with data collection through observation and Standard Progressive Matrices tests. The results showed that the implementation of online learning with video-based tasks had a positive impact, where there was an increase in the values of intelligent character and the SPM test results were in Grade 2 (75-95 intervals). Keywords: online learning- video-based tasks- intelligent character value Share Link | Plain Format | Corresponding Author (Andi Arie Andriani)

135	Physic Education	ABS-99
The Development of Physics Modul Ajar based on Garut Local Wisdom Resti Warliani, Asep Irvan Irvani, Resa Pelani Fakultas Pendidikan dan Ilmu Keguruan, Universitas Garut. Jln Raya Samarang No 52 A Kec. Tarogong Kaler, KabupatencGarut, Jawa Barat 44151. fpik[at]uniga.ac.id Abstract Modul ajar is the important part in the application of Kurikulum Merdeka. The availability of Physics Modul ajar on Merdeka Mengajar Platform is still limited. This research aims to (1) Develop Physics Modul Ajar- (2) Test the properness of Physics Modul Ajar. Modul ajar which developed on Garut local wisdom. This is inline with Kurikulum Merdeka which contains about Profil Pelajar Pancasila, one of the point is to conserve local wisdom. The method used in this research is R&D research method with ADDIE development model. ADDIE development model consist of five steps those are, Analysis, Design, Development, Implementation, and Evaluation. Based on material validator and media validator result show that Physics Modul Ajar is developed very well. The teachers response about this Physics Modul Ajar is also very well. Keywords: Physics- Modul Ajar- ADDIE- Local Wisdom Share Link | Plain Format | Corresponding Author (Resti Warliani)

136	Physic Education	ABS-137
Improvement of Students Literacies Skills in The Knowledge Aspect through STEM-Integrated Module Alfia Fitrianti(a*), Irma Rahma Suwarma(b), Ida Kaniawati(b) a) Master of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia Bandung, Indonesia b) STEM Education Center UPI Abstract The 21st century requires students to have abilities and competencies that are by the times. These abilities and competencies include Critical Thinking, Creativity, Communication Skills, and Collaboration. This study aims to examine the improvement of STEM literacy in aspects of knowledge after applied learning using STEM-based modules. The research method is quasi-experimental with a pretest-posttest one group. The population of this study is class X high school students in one of the high schools in Karawang. The sample in this study was 36 class X students of the 36 students, there were 23 female students and 13 male students. The institution used a multiple-choice question of 25 questions consisting of 12 questions to measure scientific literacy, 6 questions to measure mathematical literacy, and 7 questions to measure technological engineering literacy. The increase in STEM literacy is seen from the normalization gain (n-gain) analysis. STEM literacy ability has increased by looking at the results <g> obtained by 0.69 in the medium category. The increase in STEM literacy in the knowledge aspect of science literacy results <g> obtained by 0.66 in the medium category, the n-gain basic mathematical literacy obtained by 0.71 in the high category, and the technology-engineering n-gain literacy obtained by 0.73 in the high category. this shows that learning by using STEM-based modules can improve STEM literacy skills in alternative energy materials. Keywords: STEM- Literacy- STEM-Integrated Module Share Link | Plain Format | Corresponding Author (Alfia Fitrianti)

137	Physic Education	ABS-165
Development of Science, Technology, Engineering, Mathematics, and Sports Learning Instruments based on Local Wisdom of Pencak Silat on Rotational Dynamics Material to Optimize Students 4C Skills Febriani(1)*- Wipsar Sunu Brams Dwandaru (2) Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Yogyakarta, Indonesia Abstract The critical thinking, collaboration, creativity, and communication (4C) skills of students are important to have. However, currently the 4C abilities of Indonesian students are still in the low category. Physics as a branch of science can be utilized to develop 4C abilities, which can be optimized using the Science, Technology, Engineering, and Sports (STEM-S) approach to the learning process. The purpose of this study is to produce STEM-S learning instruments based on local wisdom of pencak silat on rotational dynamics material to optimize students^ 4C skills. The method used in this research is Research and Development (R & D) with 3D design. The stages of this research can be given as follows: 1) the define stage, which consists of formulating and analyzing the concept of a combination of physics and STEM-S and various learning instruments, 2) the design stage, namely creating and developing STEM-S learning instruments based on formulation and analysis at the defining stage, 3) the development stage, which consists of validity tests and limited trials as well as data processing and analysis. This research has produced STEM-S learning instruments. The learning instruments consist of feasible learning process plans based on internal assessments, feasible student worksheets based on internal assessments and limited trials and assessment instruments developed that are valid based on expert validation and empirical trials. Keywords: STEM-S, 4C skills, Pencak silat local wisdom, Rotational dynamic material Share Link | Plain Format | Corresponding Author (Febriani Febriani)

138	Physic Education	ABS-176
Differentiation in Physics Learning to Support SDG Winny Liliawati* Department of Physics Education, Universitas Pendidikan Indonesia Jl. Setiabudhi No 229 Bandung 40154, Indonesia *winny[at]upi.edu Abstract Differentiation is a philosophy about how to think about teaching and learning that views students as unique individuals with all the diversity they have. Achieving the Sustainable Development Goals (SDGs) emphasizes justice and equality for all children everywhere. Teachers cannot ignore the heterogeneous condition of students in the classroom. These differences can be accommodated by differentiation in learning. Differentiated learning is a comprehensive and flexible process that includes planning, preparation, and delivery of instruction to address the diverse learning needs of students in the classroom. Differentiated learning addresses diversity in what students learn (content), how students learn (process), how students present (product), the atmosphere that influences interactions (emotions), or the individual, social, and physical conditions in the classroom (learning environment). The four aspects are determined by diagnosing students^ interests, learning readiness, and learning styles. Differentiation research in physics education can be studied by applying learning models, developing teaching materials, using various learning media, designing product differentiation-based assessments, and content differentiation through etiquette. Keywords: Differentiation- Physics Education- SDGs Share Link | Plain Format | Corresponding Author (Winny Liliawati)

139	Science Education	ABS-12
Investigating the Impact of Three Level of Representation-based Visual Media on Students^ Mental Model Ananda Hafizhah Putri, Andi Suhandi, Achmad Samsudin 1Department of Science Education, Mathematics and Science Education Faculty, Universitas Pendidikan Indonesia Abstract This study aims to examine the effect of visual media on students^ mental model regarding battery functions and electrical resistance concepts. The study presents a novel visual media that consists of phenomena video, dynamic analogy, and microscopic models. The visual media development followed ADDIE Model. The research subjects were 25 students from 12th grade in a private senior high school located in Bandung, West Java. Students^ mental model was measured using essay that examined four concepts: 1) electromotive force (EMF) in battery- 2) electrical resistance- 3) resistors in series- and 4) resistors in parallel. The essay was administrated through pre- and post- tests. Pretest revealed that majority of students had initial mental model regarding battery functions and electrical resistance concepts. Meanwhile, the final mental model that majority of students had was synthetic model mental. But, majority of students reached successfully scientific model mental regarding resistance concepts. In other concepts, there were only few students who achieved scientific model mental. Overall, the effect of visual media on students^ mental model was at acceptable correction. In detail, students^ mental model corrections were 92% for EMF in battery, 96% for electrical resistance, 80% for resistors in series, and 84% for resistors in parallel. The findings can encourage physics teachers and researchers to develop innovative visual media oriented on students^ mental model correction in scientific concepts learning. Keywords: Instructional technology, Mental Model, Physics concepts, Visual media Share Link | Plain Format | Corresponding Author (Ananda Hafizhah Putri)

140	Science Education	ABS-15
A Bibliometric Analysis Of Collaborative Problem Solving On Science Education Research Using VosviewerCH USING VOSVIEWER Endang Susilawati (a, c)- Ida Hamidah (b)- Nuryani Rustaman (a*) a) Departement of Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia *nuryanirustaman[at]upi.edu b) Departement of Mechanical Engineering Education, Universitas Pendidikan Indonesia, Bandung, Indonesia c) Departement of Physics Education, STKIP Taman Siswa Bima, Bima, Indonesia Abstract This study aims to examine the mapping of learning research development Collaborative Problem Solving in Science Education with analysis using VOSviewer. Article data was obtained from the Google Scholar database using the publish or perish reference manager application. The title and abstract of the article were used to guide the search process by referring to the keywords ^collaborative problem solving^ and ^science education^. Found 500 articles that are considered relevant. The study period used as study material is Google Scholar indexed articles for the last 10 years (2014 to 2023). The results of the research show that collaborative problem solving research in science education is separated into 53 terms. The first cluster has 18 items, the second cluster has 11 items, the third cluster has 7 items, the fourth cluster has 6 items, the fifth cluster has 5 items, the sixth cluster has 5 items. The results of the analysis of the development of collaborative problem solving and science education publication machines show quite frequent fluctuations. The highest number of articles in 2021 was 66 articles, while the least number of articles in 2015 was 33 articles. This review can be a starting point for research related to other studies. Keywords: Bibliometrics, computational mapping analysis, collaborative problem solving, science education, VOSviewer Share Link | Plain Format | Corresponding Author (Endang Susilawati)

141	Science Education	ABS-24
Unpacking the Pedagogical Project: A Comprehensive Analysis of Preservice Teacher-Developed STEM Lesson Design for Elementary School Fitri Nuraeni, Hafiziani Eka Putri, Nenden Permas Hikmatunisa, Rissa Puspitasari, Sarah Salsabila, Afridha Laily Alindra Universitas Pendidikan Indonesia Abstract Due to its significant prominence in fostering 21st century skills, STEM education has been rapidly evolving across the country within these past years. However, designing STEM-based lesson relevant to current Indonesian standards are still challenging, especially in elementary school level. Thus, it is essential for elementary preservice teacher to excel in designing STEM-based lesson. This study presents a comprehensive analysis of six STEM-based lesson design constructed by 32 preservice elementary teachers in UPI Purwakarta Campus as their final group project for STEM Learning in Elementary School course enrolled in the second semester of 2022/2023 academic year. This research use content analysis method focusing on lesson design alignment to educational standards, content integration, and pedagogical strategies being used. Furthermore, possible students^ engagement and comprehension were unveiled through assessing hands-on activities, application to real-world contexts and integration of technology tools provided on the lesson plan. This study is expected to contribute to ongoing dialogue on preparing quality STEM educator in elementary school level. Keywords: Lesson Design- Preservice teacher- Elementary School- STEM Share Link | Plain Format | Corresponding Author (Fitri Nuraeni)

142	Science Education	ABS-28
Quantifying Research Productivity: A Bibliometric Analysis of Ethnoscience Syahida Ainaya (a*), Winny Liliawati (b), Lilit Rusyati (a) (a*) Science Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Bandung 4015, Jawa Barat (b) Physics Education, Universitas Pendidikan Indonesia Jl. Dr. Setiabudi No.229, Bandung 4015, Jawa Barat Abstract This study aims to investigate the progress of ethnoscience research published on Google Scholar between 1966 and 2023, utilizing a computational bibliometric analysis approach with the assistance of the Publish or Perish and VOSviewer applications. Parameters including title, publication type, keywords, Citation, and year range were utilized to select the relevant data obtained from the Publish or Perish applications, resulting in a compilation of 252 articles related to the chosen theme, each spanning a period of 10 years, starting from theory, society, culture, and education, up to chemistry and physic subjects, supported by highly cited journal findings. The trending topics in the field of education are the approaches and learning media. Based on the gathered data, it is evident that there are still numerous opportunities for further research in the field of Ethnoscience. The utilization of the VOS viewer application can aid in identifying problematic areas that can be explored as potential research innovation topics within the field of ethnoscience. Keywords: Ethnoscience research, Bibliometric analysis, Google Scholar, Research productivity, VOSviewer application Share Link | Plain Format | Corresponding Author (SYAHIDA AINAYA)

143	Science Education	ABS-42
Delineate Scientific Literacy: An In-Depth Test Items through a STEM Project Lens Nenden Permas Hikmatunisa1, a)*, Hafiziani Eka Putri1, b), Fitri Nuraeni1, c), Afridha Laily Alindra1, d), Tiara Yogiarni1, e), Hisny Fajrussalam, f). 1Elementary Teacher Education Study Program Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi No.229 Bandung 40154 a)nendenpermas17[at]upi.edu, b)hafizianiekaputri[at]upi.edu, c)fitrinuraeni[at]upi.edu, d)afridhalaily[at]upi.edu, e) tiarayogiarni[at]upi.edu f)hfajrussalam[at]upi.edu Abstract In the dynamic landscape of the 21st century, STEM (Science, Technology, Engineering, and Mathematics) education has emerged as a cornerstone of progress and innovation. The STEM project goes beyond conventional limits, promoting critical thought, the resolution of problems, and inventive thinking. Elevating scientific literacy can be accomplished through questioning and analyzed by students^ answer. Regarding PISA^s result, Indonesia is still low in term of scientific literacy. Therefore, scientific literacy should be implemented in school and students get used to answer the questions related with it. STEM project can also assistance scientific literacy through a depth test items. The type of research is descriptive method that involving 30 lower secondary students. Data were collected through a scientific literacy instrument. Analysis of scientific literacy will elaborate in terms of several items, such as: explaining phenomena scientifically, evaluating and designing scientific investigations, and interpreting scientific data and evidence. This study is expected to give information to educators regarding the analysis of the test items through STEM project encompasses scientific literacy. Keywords: Science Literacy, STEM Project^s Items Test, STEM Project, Test Items Share Link | Plain Format | Corresponding Author (Nenden Permas Hikmatunisa)

144	Science Education	ABS-46
The Impact of Integrated and Separate Meta-Affective and Meta-Cognitive-Based Training on Students Creating New Value in Science Learning Lilit Rusyati*1, Nuryani Y. Rustaman1, Ari Widodo1, Minsu Ha2 1Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia 2Biology Education, Department of Biology Education, Seoul National University, 1 Gwanak-ro, Gwanak-gu, Seoul 08826, Republic of Korea Abstract New sources of growth are urgently needed in order to achieve stronger, more inclusive, and more sustainable development. Students must be able to think creatively to create new goods and services, new processes and procedures, new ways of thinking and living, and new social models. This study uses The Static-Group Pretest-Posttest Design. There are 50 students in integrated training and 50 students in separate training who are in the 7th, 8th, and 9th grades. Teachers frequently guide students in the use of meta-affective and meta-cognitive strategies during the science learning process in integrated training, whereas researchers train students in the interpretation and independent use of meta-affective and meta-cognitive strategies during separate science learning. The instrument used was a questionnaire with five Likert scales (1 = not at all typical of me, 2 = not very typical of me, 3 = somewhat typical of me, 4 = fairly typical of me, and 5 = very typical of me). There are four indicators of creating new value competencies: adaptability, creativity, curiosity, and open-mindedness. The results show that all indicators have positive changes in separate meta-affective and meta-cognitive-based training except the adaptability indicator in integrated training. The implication is that junior high school students adaptability requires the assistance of teachers, particularly in the way that teachers encourage students to dare to offer new ideas and solutions. Students adapt to different learning styles that are facilitated by teachers, and this has an effect on students ability to adapt how they are flexible when studying even different science topics. Keywords: Creating new value, Integrated training, Meta-affective, Meta-cognitive, Separate training Share Link | Plain Format | Corresponding Author (Lilit Rusyati)

145	Science Education	ABS-55
How Do Emotions Affect Students^ Eating Behavior? Weni Anissa Putri (a*), Ari Widodo (b), Rini Solihat (b) a) Science Education, Graduate school, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *wenianissa07[at]gmail.com b) Department of Biology Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Students^ emotions may affect eating behavior. When students have negative and positive emotions that can affect how much they over-eating or less. This research aims to analyze how emotion affects students^ eating behavior. The participants are 20 students from 8th grade from a private school. The method of this research used descriptive data. This participant has completed interviews and students^ eating behavior questionnaires. The indicators are emotional over-eating and emotional under-eating. The result of the data showed that negative emotions (sadness, stress, and boredom) can affect students^ food intake. Students also have emotional eating that is followed by positive feelings such as happiness. It identified that students likely eat unhealthy foods and implement unhealthy eating habits. In conclusion, students should be educated on how to handle emotions in eating to prevent unhealthy eating and practice a healthy lifestyle such as controlling their eating by consuming healthy foods. Keywords: Emotions- Students^ Eating Behavior Share Link | Plain Format | Corresponding Author (Weni Anissa Putri)

146	Science Education	ABS-61
STEM IN HYBRID LEARNING DURING COVID-19 PANDEMIC: THE IMPLEMENTATION & STUDENTS AND TEACHERS PERCEPTIONS Liandha Arieska Putri1, Diana Rochintaniawati1*, Anna Permanasari2, Ida Kaniawati1 1Department of Science Education, Universitas Pendidikan Indonesia. Bandung, Indonesia. 2Department of Science Education, Universitas Pakuan Bogor. Bogor, Indonesia. Abstract STEM learning enables students to engage in active metacognitive processes while also increasing their interest in science. STEM is one of the strategies to enhance students^ motivation and engagement in class. This research is a case study that aims to investigate STEM learning activities during the pandemic Covid-19 which was run by blended learning. Data was gained by direct observation and teachers^ as well as students^ perceptions toward STEM by using a questionnaire and an interview. The observation was done in one private school located in Cimahi, Indonesia. The result revealed that STEM learning was not implemented consistently in the learning process. One characteristic of STEM learning is project-based and this characteristic was not shown in the learning. Further, the technology used in the observed learning was not appropriate for STEM learning. However, both the teacher and the students have a positive perception of the learning. It is suggested that the implementation of STEM learning should follow the criteria to get the optimum benefit from STEM learning. Keywords: STEM, Hybrid Learning, Teachers^ perception of STEM, Students^ perception of STEM, pandemic learning Share Link | Plain Format | Corresponding Author (Liandha Arieska Putri)

147	Science Education	ABS-64
Science Teachers Design Thinking in STEM Contexts Gillian Kidman and Hazel Tan Monash University Abstract The psychological context of science classroom teaching comprises the teacher^s thinking, planning, and decision-making. The science curriculum is interpreted and acted upon within this context. Science teachers^ behaviours are substantially influenced and even determined by the teachers^ thought processes. This research explores how and why the observable activities of science teachers^ professional conduct, as they collaboratively plan and investigate STEM problems, take on the forms and functions that it does. As groups of people solve most problems, my methodology reflected this reality. Thus, following the work of Park & Song (2018), we used group settings to explore how science teachers expressed their thinking, shared, and elaborated on their ideas among peers during STEM activities. Our aim for this presentation is to comment upon several science teachers in terms of their curiosity, inquiry, collaboration and STEM practice values and to make comparisons of these factors with mathematics and technology teachers. Park, J. & Song, J. (2018). How Is Intuitive Thinking Shared and Elaborated During Small-Group Problem-Solving Activities on Thermal Phenomena? Research in Science Education. https://doi.org/10.1007/s11165-018-9784-x Keywords: Disciplinary thinking, science teachers, mathematics teachers, technology teachers, STEM Share Link | Plain Format | Corresponding Author (Gillian Kidman)

148	Science Education	ABS-69
Minds On Experiment for a Meaningful Learning: Challenges and Opportunities Rossy Andini Herindra Putri (a*) Ari Widodo (b) a) Science Education, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung *rossyandiniherindraputri[at]upi.edu b) Biology Education, Indonesia University of Education Jl. Dr. Setiabudhi No. 229 Bandung Abstract This article explores the importance of hands on and minds on experiments for meaningful learning. The study focuses on observing the thought processes of students throughout an experiment to to identify minds on experiment and the factors that either promote or hinder it. Seventh-grade students were observed conducting a water quality test experiment, followed by video-stimulated interviews with a selected group of students to ensure data triangulation. The observations and interviews were transcribed, analyzed thematically, and coded to identify key patterns and insights. The results indicate that certain factors contribute to promoting minds on experiments, such as students^ curiosity and thought-provoking questions. Conversely, factors such as lack of attention, adherence to social norms, segmented learning experiences, and ineffective group work hinder minds on engagement. These findings highlight the need for a multifaceted approach to promote minds on experiments in science education. Strategies such as involving students in the planning process, bridging the gap between complex scientific concepts and students^ understanding, creating a safe environment for questioning and exploration, integrating science with contextual teaching, using thought-provoking questions, and implementing effective classroom management during lab work are recommended to enhance minds on engagement and facilitate meaningful learning experiences Keywords: Minds on- Hands on- Meaningful Learning- Science Experiment Share Link | Plain Format | Corresponding Author (Rossy Andini Herindra Putri)

149	Science Education	ABS-80
Exploring the Use of Social Media in Science Learning Environments: A Systematic Literature Review Pinky Kusuma Ningtyas, Hayuni Retno Widarti, Parlan Parlan State University of Malang Abstract Social media is a popular and familiar platform in various circles. This technology has penetrated into various fields of life, one of which is in education. Much literature shows the use of social media because it is considered capable of increasing interaction in the learning process. This study aims to explore the use of social media in science learning environments. Some of the topics that will be discussed include the use of social media in science learning and its impact on the learning process. The method used is Systematic Literature Review with several stages, namely identification, screening, and inclusion. This systematic literature review uses several databases include Springer, Wiley, and Eric. This study is limited to the last 8 years, from 2016 to 2023. After screening, 30 articles were obtained which were used as literature material regarding the use of social media in science learning environments. The results of the study show that social media can be one of the approaches used in the science learning process. Some social media that are often used in the learning process include Instagram, Facebook, Twitter, and WhatsApp. Many science lessons require visualization, so it would be appropriate if taught using this media. The use of social media in learning also needs to be adjusted to the characteristics and features of each social media. The findings in most of the articles report that this social media has a positive effect on students^ motivation, performance, and academic ability. The paper ends with implications for social media adoption for the future studies. Keywords: social media, science learning, technology Share Link | Plain Format | Corresponding Author (Pinky Kusuma Ningtyas)

150	Science Education	ABS-84
Student responses to the multicultural-based Ethno-STEAM learning model Ria Wulandari (a*), Sri Atun (b), Dadan Rosana (c) (a) Department of Educational Sciences, Graduate School, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia * ria0063pasca2016[at]student.uny.ac.id (b) Departement of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia (c) Department of Natural Sciences Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia Abstract This study aims to determine students^ responses to the multicultural-based Ethno-STEAM learning model that has been developed. Responses measured include ethno-STEAM and multicultural. This type of research is quantitative with descriptive methods. The research instrument was a questionnaire and was given to class VII students with a total of 35 respondents. The results showed an average score of 73.1%, which means that students gave a positive response to the learning model. The results of this study indicate that students are interested in learning science material that is integrated with culture, helps students develop innovative solutions in problem solving, and respects any differences that arise when working in teams Keywords: Student responses, learning model, multicultural-based Ethno-STEAM Share Link | Plain Format | Corresponding Author (Ria Wulandari)

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