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Self-Regulated Learning (SRL) is important to solve learning problems. This research aimed to determine the effect of the problem-solving based Self-Regulated Learning (SRL) strategy on simple harmonic motion material toward the metacognitive abilities of student's senior high school. This research applied a quasi-experimental method with a pre-test and post-test control group design. This research was conducted at Senior high school (SMAN 5 Yogyakarta) with student (n=216). This research used a quasi-experimental method with pre-test-post-test control group design. Sampling was carried out by purposive sampling technique. The instrument used was a test in the form of an essay question sheet and a non-test in the form of a self-regulation journal and student observation sheets. Based on the results of the research, the results of the post-test data hypothesis test for the experimental class and the control class obtained that the calculated Z value was greater than the Z table value (-3.677>-1.96) and the significance value (2-tailed) was 0.001 or less than 0.05. Therefore, the problem-solving based Self-Regulated Learning strategy affected the metacognitive ability of students. Metacognition ability was known on each self-regulation indicator as evidenced by the description of students' answers. It could be found from the N-gain average score, 0.5904, categorized as "moderate". The learners' metacognitive skills were found on each indicator of self-regulation, proven with the descriptions of learners' answers. This learning strategy could be applied as a solution to reflect the learning and learners' cognitive activities in solving physics problems.

Learning in high schools has used a lot of smartphone assistance to make it easier for students to understand the material explained by the teacher. However, with the many uses of smartphones in learning, of course, it must provide positive benefits to the ability of students, especially the science literacy ability. In this study, the objectives to be achieved are to examine how much the smartphone's usability in physics learning, examine students' science literacy and examine the effect of the smartphone's usability on students' science literacy in physics learning. The method used in this study is a quantitative method with a research design used is a one-shot case study. The data on smartphone usability is obtained using a questionnaire, and science literacy of students is obtained through on physics science literacy test. The results of this study indicate that the smartphones usability and students' science literacy in physics learning are respectively in the high and medium categories with a respective percentage of 57.20% and 36.36%. The students' science literacy is influenced by the smartphone's usability in physics learning by 34.30%. These results indicate that smartphone usability by most students is very high, but has not been able to contribute optimally to students' science literacy. Therefore, special treatment is needed in utilizing the use of smartphones in physics learning so that students' science literacy can be optimized.

Smartphones are no longer just a communication tool, but also a means of information exchange by students. Smartphone may also positively contribute to students' higher order thinking skills (HOTS). This research aimed to determine smartphone usage intensity, students' HOTS level, and the effect of smartphone usage intensity on students' HOTS in physics learning. This quantitative research was conducted with a pre-experimental method with a single-group post-test design. The sample involved 312 students who were selected using the convenience sampling technique. The data of smartphone usage intensity was obtained using a closed-ended questionnaire and students' HOTS were obtained through the physics HOTS test. The closed-ended questionnaire and physics HOTS test were tested for reliability and validity by six expert validators. The results of the validator's assessment were analyzed using Aiken's V equation to determine the validity and were analyzed through the Quest program to determine reliability. The ideal standard deviation equation was used to analyze smartphone usage intensity and students' HOTS. Multiple regression analysis was used to analyze the effect of smartphone usage intensity on students' HOTS. The results indicated that smartphone usage intensity and students' HOTS level in physics learning are in high and low categories with percentages respectively of 48.72% and 51.28%. The students' HOTS is affected by smartphone usage intensity in physics learning by 21.10%. These results indicated that the smartphone usage intensity of most students is very high, but not yet can contribute optimally to the students' HOTS. Therefore, there necessary to have the right policies in utilizing smartphones in physics learning so that students can optimize HOTS.

Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected through in-depth interviews conducted on fifteen PPG participants consisting of seven females and eight males. The fifteen participants attended PPG in five universities spread out from universities in Central Java, West Java, Yogyakarta Special Region, and Jakarta Special Capital Region. The sampling technique used was purposive sampling. Data analysis was carried out through the horizontalization, texturally, structurally, and essential descriptions stages. The results of this research found that PPG participants received soft skills learning in hidden curriculum patterns so that each participant had an initial understanding and how to get various soft skill understandings. Soft skills obtained by participants during the PPG implementation are self-confidence, collaboration, hard work, respect for culture, patience, wisdom, maturity, mental resilience, humility, responsibility, creative thinking, positive thinking, cooperation, humility, respect for others, and tolerance. This research recommends that soft skills learning at PPG be implemented with a structured curriculum so that participants have better abilities as teachers.

The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

This quantitative research aims to analyze the effects of the principal's decision-making, organizational commitment and school climate on teacher performance in vocational high school. The research sample was 160 vocational school teachers in North Minahasa Regency with simple random sampling method. The data were collected using a Likert scale questionnaire 25 with statements. The data analysis was performed using simple linear regression and multiple linear regression. The results showed that the principal's decision-making, organizational commitment and school climate had a positive and significant effect on the performance of vocational school teachers, both partially and simultaneously. The results of this research can be an important reference for educational administrators at vocational high school level to design school strategies and policies that can encourage increased teacher performance to achieve better school productivity.

This paper is based on the background of the problem of the low high order thinking skills in students, especially in the skills to think creatively and conceptual understanding. Conceptual understanding that students have in relation to physics learning material has an important role in developing students' high order thinking skills in solving problems of daily life creatively. The method used in this research is descriptive qualitative research method with literature studies. The results of this study were obtained a synthesis of physics-tier tests (PysTT) to measure conceptual understanding and students' creative thinking skills, which are the basis for the development of PysTT based on real-life problems experienced by students realistically. In addition, PysTT is also one of the assessment instruments whose development is based on aspects of students' conceptual understanding of physics matter in everyday problems by prioritizing aspects of identifying and formulating problems, identifying scientific evidence and phenomena, arranging conclusions, and communicating conclusions creative. In addition, the results of the validity and reliability physics two-tier tests to measure students' conceptual understanding and creative thinking skills were 0.81 and 98.82%, which were included in the very good and reliable category. The ability to conceptual understanding and creative thinking skills of students who are measured using the physics two-tier test is very good because it is more than the value of the specified minimum completeness criteria.

This study aims to determine the anxiety experienced by Islamic high school students in Yogyakarta and find out the efforts of Islamic high school physics teachers in Yogyakarta in minimizing the anxiety that occurs in their students when facing assessment of physics learning outcomes. This study uses qualitative research methods and descriptive approaches. The subjects of this study were Islamic high school physics teachers and Islamic Senior High School students of class X natural science until the XII natural science class in Yogyakarta. The subject of this study was determined using purposive sampling method. The results of this study indicate that the anxiety experienced by Islamic high school students in Yogyakarta when facing the assessment of physics learning outcomes in the form of a lack of mastery of the concept of learning material. Therefore, the efforts made by Islamic high school physics teachers in Yogyakarta to minimize the anxiety experienced by their students when facing assessment of physics learning outcomes is by conveying the concept of physics material that is clear and easy to understand, provides regular practice questions, provides motivation, and applying learning using existing technology. Therefore, it is expected that teachers can minimize students 'anxiety when facing exams so that students' talents in the academic field are good.

This research aims were to: (1) produce a PhET simulation-based learning device that who being used in physics learning activities by using Problem Based Learning (PBL) model to improve critical thinking skills of students MAN 3 Sleman in chapter work and energy, (2) knowing the effectiveness of learning medium in the form of PhET simulation in physics learning activity using PBL model, and (3) knowing the improvement of critical thinking skills of students in MAN 3 Sleman. This research is a development research with 4D model. The define stage, defines the problem. The design stage, developing physics-based learning device PhET simulation using PBL model. The development stage, resulting in PhET simulation based physics learning device using the revised PBL model. The disseminate stage, the dissemination of PhET simulation based physics learning device using PBL model. The research results, (1) The PhET simulation based physics learning device using PBL model feasible use in physics learning activity. This is evidenced from the acquisition of Aiken's V validity score through validation result, students's response result, and valid and reliable assessor approval level, (2) Learning medium in the form of PhET simulation is effectively used in physics learning activities. This is evidenced by the sig value. of 0.00 in the modeling class and implementation class, meaning the PhET simulation application allows students to improve their critical thinking skills, and (3) Improvement of critical thinking skills of students MAN 3 Sleman in modeling class and implementation class that are 23.84% and 41.90% respectively with value of standard gain of 0.35 and 0.61 which are included in medium category.