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Objective: The assessment approach is crucial to achieving learning outcomes. Contonuous-Assessment (CA) is one alternative assessment that can be used to increase various skills. This preliminary study aims to: (1) formulate CA and project-based assessment in higher education; (2) describe the lecturer's and students' perception of CA in the postgraduate program; (3) map course assignments within the framework of CA at the postgraduate level. Method: Data was collected through Forum Group Discussions (FGDs) and questionnaires. Data were analyzed both qualitatively and quantitatively. Results: The results show that the conceptual study of the CA should pay attention to the purposes, improve the learning process, involve students fully and purposefully in their learning, and explore the factors that influence the learning process. The design of CA is realized as demand mapping for each course in the form of products or small projects as part of the stages for completing a thesis/dissertation. Most lecturers and students agree that the lecture process uses a CA design in which each course contributes to achieving the thesis/dissertation. A small number of them disagree and give some suggestions. Novelty: The novelty of this research is to produce a mapping of assignments from all courses, which leads to the completion of writing a thesis/dissertation.

Students must have superior competencies to answer the demands of 21st century skills and the Industrial Revolution 4.0, one of which is creative thinking skills. The purpose of this study was to produce a Creative Attitude in Science Learning (CASL) learning model as a valid, practical, and effective product/product as an effort to improve creative thinking skills and positive attitudes towards PGSD Science students. The development research design used refers to the development model design according to McKenny, consisting of: (1) preliminary study phase, including needs analysis, literature study, and field survey; (2) the model design phase includes model design, validation, revision; and (3) the model testing phase. The research subjects were 3 classes of the Elementary School Teacher Education study program. The data collection method used a creative thinking skills test sheet. The data analysis technique used is descriptive qualitative and quantitative. Based on the results of the study, it can be concluded that the CASL model can be used to train the creative. thinking skills of elementary school teacher education students.

The RODE Learning Model is designed to improve student's communication skills. The RODE learning model has four stages: Read, Outline, Discussion and Evaluation. This study aims to analyze the practicality of the RODE learning model in improving student communication skills in elementary school 2 science lectures involving 50 students as a research sample. The research data were collected using an instrument of observation sheets on the implementation of learning and observation sheets of student activities which were assessed by two observers and equipped with a record of obstacles encountered during the application of the RODE learning model. Data analysis techniques use quantitative and qualitative descriptive analysis. The results showed that the four stages of the model, namely Read, Outline, Discussion, and Evaluation, can be carried out correctly and reliably, and there are no obstacles that cannot be overcome. In general, student activities relevant to the RODE learning model have increased in each meeting. So it can be concluded that the RODE learning model is practical because it can be carried out according to the lecture implementation plan, and student activities are relatively active. The obstacles that arise can be overcome properly.

This research is motivated by the low ability of students to solve problems. This research aims to produce the validity of the Problem Based Learning (PBL) model of science learning tools integrated with scientific literacy to improve the problem solving skills of class VIII junior high school students. The research method used is the development method with Four-D (4D) stages.The subjects of this study were validated learning tools including the syllabus, lesson plans (RPP), Student Worksheets, and problem-solving ability tests. While the object of this research is the level of validity of the learning device. The data analysis technique was carried out in a qualitative descriptive manner based on the assessment of three validators. The results of the validation by three validators concluded that the syllabus had an average score of 3.97 with valid criteria, the Learning Implementation Plan (RPP) had an average score of 3.84 with a valid category, Student Worksheet with an average score 3.70 in the valid category and the problem-solving ability test assessment instrument gets an average score of 3.60 in the valid category. Based on the results of this validity analysis, the learning materials developed was declared valid for use in learning. Thus the learning materials developed can be used as an alternative in improving the problem solving ability of students in their learning.

Peserta didik yang teridentifikasi miskonsepsi dapat ditangani dengan diberi remediasi pembelajaran. Sehingga riset ini bermaksud untuk menganalisis penurunan miskonsepsi peserta didik pada materi hukum hooke melalui pembelajaran remedial menggunakan LKPD Discovery Learning berbantuan PhET Simulation. Riset ini menggunakan metode pre-eksperimental dengan desain One Group Pretest-Posttest. Sampel riset terdiri dari 3 kelas yakni XI MIPA 2, XI MIPA 3, dan XI MIPA 4 di SMA Negeri 4 Sidoarjo. Teknik pengumpulan data menggunakan uji awal dan uji akhir berupa tes diagnostik berformat empat tingkat yang berjumlah 5 soal pada masing-masing tes yang telah dinyatakan valid oleh validator. Data yang diperoleh dianalisis dengan menggunakan uji wilcoxon dan uji mann-whitney. Hasil riset yang diperoleh : 1) Hasil uji wilcoxon diperoleh nilai probabilitas Asymp. Sig. (2-tailed) ketiga kurang dari 0,05, dimana hasil belajar peserta didik meningkat secara signifikan setelah mengikuti remediasi pembelajaran. 2) Peningkatan hasil belajar antar kelas tidak berbeda secara signifikan, dimana hasil uji mann-whitney nilai probabilitas Asymp. Sig. (2-tailed) ketiga kelas > 0,05. Hasil riset menyatakan bahwa peserta didik mengalami mengalami penurunan miskonsepsi pada materi hukum hooke melalui remediasi pembelajaran menggunakan LKPD discovery learning berbantuan PhET Simulation.Kata kunci: Remediasi, Miskonsespsi, Hukum Hooke, LKPD discovery learning, dan PhET Simulation.

Miskonsepsi masih sering terjadi pada siswa khususnya pada pelajaran fisika. Penelitian ini bertujuan menerapkan LKS dengan menggunakan program simulasi PhET untuk mereduksi miskonsepsi siswa pada materi arus bolak balik. Jenis penelitian adalah pre-eksperimen dengan rancangan one group pretest-posttest design. Responden penelitian terdiri dari tiga kelas yaitu XII MIPA 1, XII MIPA 2, dan XII MIPA 6 dengan jumlah siswa pada masing masing kelas 36 siswa. Metode pengumpulan data menggunakan tes awal sebelum pembelajaran dimulai dan tes setelah melakukan pembelajaran dengan instrumen tes berupa soal miskonsepsi four-tier. Teknik analisis penurunan miskonsepsi menggunakan uji T berpasangan dan N-gain. Hasil penelitian menunjukan siswa yang mengalami peningkatan pemahaman konsep yang menyebabkan penurunan miskonsepsi untuk ketiga kelas adalah 0,7944; 0,6819; 0,8421 dengan kategori cenderung tinggi. Berdasarkan hasil penelitian yang diperoleh dapat disimpulkan bahwa penerapan LKS berbasis PhET dapat digunakan untuk mereduksi miskonsepsi siswa.Kata kunci: miskonsepsi, arus listrik bolak balik, LKS berbasis PhET

Body shaming is an act that often occurs in society. Body shaming is an act that refers to the activity of criticizing and commenting negatively on the physical or other person's body or the act of mocking / insulting a person's body shape or body size or someone's appearance. Often this body shaming is carried out only for jokes or jokes among the public, but basically if viewed from a criminal law perspective, basically this body shaming meets the criteria for a criminal offense in the defamation article regulated in the Criminal Code. criminal offense in contempt which can be punished by using article 315. Considering the legal rules regarding body shaming in the Criminal Code and outside the Criminal Code which in the regulation do not mention directly about body shaming, it is necessary to review the rules governing body shaming so that it does not give rise to multiple interpretations. The formulation of the problem in this study is the regulation of criminal acts in insulting body image (body shaming) in terms of the Criminal Code and Legislation Outside the Criminal Code. The method used in this article uses a normative juridical research method. Later this study will review the legal construction of the law on body shaming in criminal law in Indonesia. In the regulation of the Criminal Code, body shaming is regulated in the elements of a criminal act, article 315. In addition, Indonesia already has a number of rules that regulate behavior on the internet, such as Law No. 11 of 2008 concerning Electronic Information and Transactions, which was later amended in Law No. 19 of 2016 concerning Amendments to Law Number 11 of 2008 concerning Information and Transactions. Electronic (UU ITE)

Banyak guru kini terdorong oleh kewajiban menerbitkan karya ilmiah untuk memperjuangkan kenaikan pangkat, khususnya di Trenggalek. Kegiatan Pengabdian kepada Masyarakat (PkM) ini dilaksanakan sebagai solusi atas permasalahan tersebut oleh mitra yang telah terbukti efektif dalam memberikan pelatihan penulisan artikel ilmiah/akademik kepada para pendidik guru khususnya di Kabupaten Trenggalek. PKM ini akan meningkatkan keterampilan maupun kemampuan para guru penggerak agar semakin terlihat dan akan berdampak positif langsung terhadap peningkatan kualitas pengajar di Provinsi Trenggalek khususnya penulisan ilmiah. Currently, especially in Trenggalek province, many motivated teachers need help to get promoted due to the obligation to publish academic papers. These findings reveal that teachers lack the knowledge and competence to prepare for scientific work. This community service activity was carried out as a solution to the problem of partners who have proven effective in providing training in writing scientific articles for teacher educators, especially in the Trenggalek Regency. This PKM will make the achievements of driving instructors more visible and will positively impact improving the quality of instructors in Trenggalek, especially in scientific writing.

Pada mata pelajaran fisika masih sering ditemui adanya miskonsepsi, seperti pada materi fluida dinamis. Penelitian ini bertujuan mendeskripsikan penurunan miskonsepsi peserta didik pada materi fluida dinamis setelah dilakukan remediasi miskonsepsi menggunakan LKPD model guided inquiry learning berbantuan PhET simulation pada materi fluida dinamis. Penelitian ini merupakan penelitian pre-experimental dengan desain one-group pretest-posttest. Teknik pengumpulan data pemahaman konsep peserta didik menggunakan pretest dan posttest berupa tes diagnostik empat tingkat. Teknik analisis menggunakan uji Wilcoxon dan uji Mann-Whitney. Hasil pada penelitian ini yaitu peserta didik mengalami penurunan miskonsepsi, ditunjukkan dengan adanya peningkatan pemahaman konsep secara signifikan setelah diberikan remediasi, serta ketiga kelas mengalami peningkatan pemahaman atau penurunan miskonsepsi yang tidak berbeda. Sehingga, remediasi miskonsepsi menggunakan LKPD model guided inquiry learning berbantuan PhET simulation dapat menurunkan miskonsepsi peserta didik pada materi fluida dinamis, ditandai dengan adanya peningkatan pemahaman konsep secara signifikan. Misconceptions, such as in dynamic fluid material, are often encountered in physics subjects. This study aims to describe the reduction of students' misconceptions on dynamic fluid material after remediation of misconceptions using guided inquiry learning LKPD model assisted by PhET simulation on dynamic fluid material. This study is a pre-experimental study with a one-group pretest-posttest design. The technique of collecting data on students' conceptual understanding used a pretest and posttest in the form of a four-level diagnostic test. The analysis technique used the Wilcoxon test and the Mann-Whitney test. This study showed that students experienced a decrease in misconceptions, indicated by a significant increase in concept understanding after being given remediation. The three classes experienced an increased understanding or a decrease in misconceptions that were not different. Thus, the remediation of misconceptions using the guided inquiry learning LKPD model assisted by PhET simulation can reduce students' misconceptions on dynamic fluid material, marked by a significant increase in conceptual understanding.

Tujuan penelitian ini adalah untuk menganalisis tingkat kemampuan berpikir kritis peserta didik dengan menggunakan model inkuiri terbimbing dalam pembelajaran Fisika materi fluida dinamik kelas XI IPA SMA Tamansiswa Kota Mojokerto. Metode penelitian berupa kuantitatif sedangkan pengumpulan data menggunakan istrumen tes uraian pada awal dan akhir pembelajaran, juga menggunakan LKPD materi hukum Bernoulli. Analisis data menggunakan Uji-T setelah dilakukan uji normalitas dan homogenitas dengan menggunakan SPSS 25. Penelitian ini menghasilkan nilai rata-rata berpikir kritis peserta didik sebelum dan setelah diterapkan model inkuiri terbimbing adalah 14,6 dan 94,63. Data yang dihasilkan diuji dengan teknik one sample T-test didapatkan hasil 57,407 sedangkan nilai signifikansi < 0,05 (0,000