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Vertical Axis Wind Turbine (VAWT) is a wind power plant with many advantages, especially as a renewable energy source. Through the pocket of Science–Technology–Engineering–Art–Mathematics (STEAM) learning, this study designs a VAWT and explores the potential of this tool for learning. This study used a mixed-method embedded design with an experimental and interview type. The research results show that the influence of the number of blades and wind speed on voltage, current strength, and power is directly proportional. Therefore, VAWT can also be used as one of the projects for STEAM-based learning.

This is preliminary research by undergraduate students in Physics Department, at Surabaya State University. This study aims to examine the prior knowledge, attitudes, and awareness of the light pollution phenomenon. The preliminary study was carried out on questionnaire sheets. The questionnaire sheets were given to 30 students of the 2020 class physics education program. The questionnaire consists of 21 item questions, divided into 16 Likert scale questions and 5 open questions. The development of the questionnaire considers indicators of prior knowledge, attitudes, and awareness in the case of the light pollution phenomenon. In this study, data analysis was carried out through quantitative analysis. The questionnaire as the research instrument was tested in two stages: validity and reliability using SPSS software statistics. The validity test using Pearson correlation got a 0.779 score. The reliability test using Cronbach’s alpha got a 0.800 score. The result of the study showed that 76% of undergraduate students have an average initial knowledge about light pollution with the “good” category, and 68% of them have an attitude of caring for the environment in the case of light pollution phenomena with the category of “care”. And the final result is that 66% of them realize that the impact of light pollution is a crucial issue nowadays. Further research is needed for developing the learning media with reference to the current status of prospective physics teachers

The purpose of this study was to analyze the scope related to the subject of problem-solving skills based on multiple representation in 2016 – 2020 with 20 documents through bibliometric analysis. The research method used was a literature study through all the articles analyzed in this study. The articles were taken from the Scopus database with sampling in 2003 – 2020, resulting in 29 scientific work data exported in *.ris (RIS) and *CVS formats. Then, those data were processed using VOSviewer and Microsoft Excel. The results of publications in the last five years have increased. Indonesia is the dominant country in publicizing papers about this topic. Institutions from Germany managed to publish most of the documents about multi representation. Meanwhile, Poland is the origin country of the authors with most publications. The visualization of research trends on multi representation resulted in four main clusters: (1) multi representation related to students, representation, and learning processes (2) multi representation as a class (3) multi representation related to the problem (4) multi representation as a model and process. Meanwhile, Indonesian researchers are very active in contributing to this topic, in line with the number of publications by country, namely Indonesia.

An undergraduate student should have ability to make the right decision based on data analysis and information able to provide instructions in choosing various alternative solutions independently and in groups. This is an important point in the Indonesian National Qualification Framework at the undergraduate level. One of the skills that must be possessed by students who are part of 21st century skills is critical thinking skills. The aim of this research is to analyze the critical thinking skills profile of science education undergraduate students in basic physics. Subject of this research were undergraduate students with sample of 109 undergraduate students determined by purposive sampling. The instruments have fulfilled the validity requirements (rα = 0.26) and reliability (α = 0.99). Result of this research that the profile of science education undergraduate students is very low level. The students’ critical thinking skills need to be improved based on that level.

The development of scientific creativity (SC) is critical in physics education because students must have the improved-scientific-creativity to become superior graduates, including prospective physics teachers. Many prospective physics teachers lack scientific creativity. The focus of this research was to analyse the effectiveness of the MobLen model in increasing the scientific creativity of future physics teachers as an alternative to online learning models in the COVID-19 pandemic. This research used a pre-experiment design with one group pre-test and post-test of 62 prospective physics teachers. The data was collected using a scientific creativity test, then analysed using inferential statically with the Paired Sample Test and N-gain. The results showed that the MobLen model proved effective in increasing the scientific creativity of prospective physics teachers. This research implies that the MobLen learning model can increase the scientific creativity of prospective physics teachers as an alternative to online learning in the COVID-19 pandemic.

The application of ESD in learning believed to be able to plan a better life by changing the mindset of students in learning to live better. This study describes how to infuse ESD to the physics curricula, so hopefully, students can think to live better through learning physics. Descriptive qualitative method used in this study to describe how to do the study of school curriculum course in prospective undergraduate in physics education so that they can insert ESD in the curriculum studies that have been conducted by researchers. Through creative problem solving and the application of creativity fostering behaviour assessment, students can produce ESD-based physics curriculum studies. There are ten topics in the physics curriculum that have included ESD.

The aim of this study is to identify college students’ conception regarding to volcanic phenomena. This study was possessed the conception profile of freshmen in volcanology using questions instrument about volcanology concept and making decision skills instrument test which created by the researchers. A descriptive quantitative approach was used, which included 32 physics students at Surabaya State University as the participants. The result indicated that the physics students have a little understanding about volcanology concept. From all questions provided, they answered correctly less than 50 % only. In line with this, their making decision skills need to be trained. Meanwhile, as science teachers must have a good understanding of this subject matter. Therefore it can be concluded that the evaluated geoscience learning curriculum for pre-service science teachers needs to be evaluated.

Geologically, Indonesia is a disaster-prone country, especially tsunami. As a country has kind of disaster and so in the schools of Indonesia should be started to give education of hazard. Therefore, this study aims to determine the level of student knowledge about the earthquake and tsunami disasters, know the experience of students facing earthquake and tsunami disasters, and determine the conditions of counseling and disaster learning that have been applied in school. This type of research is a quantitative descriptive. The subjects of this study were 28 students of MTsN 7 Blitar. Data collection techniques carried out by observation, tests, and questionnaires. The sample of respondents was taken by purposive sampling based on advice from the science teacher at MTsN 7 Blitar. The results of the study are as follows: 1) In terms of the level of student knowledge about the earthquake and tsunami disasters can be categorized as less. 2) student’s experiences in facing with disasters and actions to save themselves in situations and conditions are categorized as not ready. 3) Disaster counseling and learning activities have never been carried out. After adding up the average percentage of each indicator, it is found that the knowledge and preparedness of the community in dealing with the earthquake and tsunami disaster based on their knowledge is still in the category of less prepared with a percentage of 47.9%, so there is still a need for better knowledge and readiness for students reach the level of full preparedness in the face of disaster. Learning methods and materials are needed that can be used to increase student knowledge about earthquake and tsunami mitigations. Therefore, it can be concluded that disaster learning materials need to be developed.

The aim of this study is to identify the science teacher’s conception of the importance of geoscience learning. This study was possessed the conception profile of science teacher about geoscience learning through questionnaire instrument and curriculum analyses to 17 science teachers at three Junior High Schools in Surabaya as the participants. A descriptive quantitative approach is used to analyse the data. Based on the results obtained, almost all the participant stated that geoscience learning is important to teach but more than 50% of science teachers do not teach it because of insufficient time constraints. Based on the curriculum analyses, can be known that the learning method which is done using textbooks only without involving issues which are happening in the present. Therefore, it can be concluded that the developed geoscience learning curriculum for pre-service science teachers needs to be developed.

Geologically, Indonesia is a disaster-prone country, especially tsunami. One strategic step that can be taken to minimize the impact of the tsunami is through the education sector as the fundamental sector forming student character. Therefore, this research is aimed to determine the process of strengthening students’ character about earthquake and tsunami disaster mitigation, to find out the experiences of students facing earthquake and tsunami disasters and to find out the disaster learning that has been implemented in schools. This research belongs to a quantitative descriptive type of research. The subjects of this research were 30 students of ninth grade at Donomulyo 1 Public Middle School. The process of collecting the data was done by giving questionnaires and doing interviews. Questionnaires were given to students in the form of questionnaires about strengthening the character of earthquake and tsunami disaster mitigation, and questionnaires about students’ experiences in dealing with tsunami disasters related to learning in class, then interviews were conducted with two science teachers at the school. Samples were taken through the process of purposive sampling which was based on input from science teachers at Donomulyo 1 Public Middle School. Based on the results of the data in related to the analysis and discussion that have been conducted, it can be concluded that there are contradictory results. Where based on the questionnaire is obtained that the character of tsunami disaster mitigation in Donomulyo 1 Public Middle School students is good. However based on the results of interviews with two science teachers and questionnaires how students facing the tsunami and earthquake disasters, the results show that facilities, experience of facing the disasters and disaster learning in classroom are still lack of it. Therefore, it is necessary to test its application to find out whether the character is truly embedded within the students’ mind.

This study describes how to foster the creativity of prospective physics teachers in analysing ESD-based curriculum and describing the profile of prospective physics teachers’ work as a form of ESD-based curriculum analysis. This study was a qualitative descriptive study using qualitative observation by observing behaviour consisting of independence, integration, motivations, judgment, flexibility, evaluation, questions, opportunity, and frustrations. Then, questionnaire gave to explore more about the attitude about analysis curriculum based on ESD. Besides the work of the prospective teacher in the form of the results of curriculum analysis was assessed based on the four basic components of the curriculum, namely objectives, content, the learning process designed, and the assessment design. To foster the creativity of a prospective teacher to produce an ESD-based curriculum analysis, all of them can make an analysis based on the basic component of the curriculum but still weak in integrating global issues of SDGs and provide solutions to the problems studied.