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Potential energy is stored in water (in falling water) and kinetic energy (in flowing water) so that many studies have used water as alternative energy. This research was conducted to investigate the electric voltage generated by the waterwheel with different water flows and water levels. How to make a waterwheel are: (1) Prepare tools such as a plastic wheel, dynamo type (5V), cables, and lamps. (2) Connect the end of the plastic wheel to the end of the rotating dynamo. (3) Connect the cables to both ends of the dynamo. (4) Connect the two free ends of the cable to the lamp. (5) Test the waterwheel on running water and connect the cable to the multi-tester if you want to measure the voltage and current. The method used in this research is a demonstration experiment. The results of the study indicate that the electric voltage caused by the rotation of the wheel by running water can turn on the light. The greater the flow of water that flows, the greater the voltage generated and the lights get brighter. Furthermore, the experiments in this study can be used for the science learning process to students.

In line with the Industrial Revolution Era 4.0, teachers must also try to improve competencies by the demands of the times. The Science Teacher Community is a very relevant vehicle for building the profession of science education. Descriptive research has been carried out to observe the profile of activity in the Science Teacher Community, from excellence to limitations. The results of the observations can recommend solutions to improve the quality of Science Teacher Community activities to be able to accelerate the achievement of teacher competencies. The study was conducted by distributing open questionnaires to 38 science teachers in the urban area of the Regency. Content questions related to Science Teacher Community activities needed. The results of the study show some weaknesses in Science Teacher Community activities. Most respondents stated that there were time and distance constraints when participating in Science Teacher Community activities. Respondents were able to review their weaknesses in content (about physics), management and pedagogical practices of related content in developing 21st-century skills. They also showed weaknesses in IT usage. The recommended recommendation is to manage the practice of Science Teacher Community activities based on blended learning, focusing on efforts to overcome weaknesses in content and pedagogy content knowledge (PCK).

This study aims to develop a knowledge building environment (KBE)-based colloidal system learning material to develop students’ environmental literacy. To realize this, the problem questions raised in this study are: “1) What are the product characteristics of colloidal system teaching materials based on knowledge building environment to develop student environmental literacy which is developed with the 4STMD method? 2) What is the understanding aspect of colloidal system teaching materials based on knowledge building environment to develop student environmental literacy which is developed with the 4STMD method? and 3) How is the feasibility of colloidal system teaching materials based on knowledge building environment to develop student environmental literacy which is developed with the 4STMD method? The research method used is Development Research (DR) with a book development model using 4STMD. The results of the study show: 1) Characteristics of teaching materials developed are very in accordance with the following criteria: curriculum, scientific correctness, containing KBE values and environmental literacy, equipped with concept maps, structured and systematic; 2) Understanding of teaching materials by students is high (88.21%); and 3) The feasibility of teaching materials amounting to 96.81% (very feasible) fulfilling the criteria for the assessment of lesson text books based on BSNP standards means that they are worthy of use.

This study wishes to conclude the gender differences in conceptions about the discontinuous nature of the material in potential elementary school teacher candidates. Exhausting descriptive-qualitative research method, the data were composed of the third-grade school teacher candidates of Sumedang Regional State University, with 84 participants (20-21-year-old). Instruments used in the usage of multiple-choice four-tier, questionnaires, and interview. The upshots of the tests are then treated by evaluating the school teacher candidate answers for each item and gathered by four-tier categories combined with the questionnaire and the interview. The upshots of this study indicate that the highest average percentage of school teacher candidate answers, be it female or male school teacher candidates experiencing 'misconception'. Consequently, it can be supposed that the conception of the discontinuous nature of the material on the third-grade school teacher candidates is still very low. As a final point, countless school teacher candidates are incapable to understand the material well.

This research aims to develop oxidation-reduction reactions (redox) teaching material used the Four Steps Teaching Material Development (4S TMD) method consists of four steps: selection, structuring, characterization and didactical reduction. This paper is the first part of the development of teaching material that includes selection and structuring steps. At the selection step, the development of teaching material begins with the development concept of redox based on curriculum demands, then the development of fundamental concepts sourced from the international textbook, and last is the development of values or skills can be integrated with redox concepts. The results of this selection step are the subject matter of the redox concept and values can be integrated with it. In the structuring step was developed concept map that provide on the relationship between redox concepts; Macro structure that guide systematic on the writing of teaching material; And multiple representations which are the development of teaching material that connection between macroscopic, submicroscopic, and symbolic level representations. The result of the two steps in this first part of the study produced a draft of teaching material. Evaluation of the draft of teaching material is done by an expert lecturer in the field of chemical education to assess the feasibility of teaching material.

Generic science skills (GSS) are required to develop student conception in learning binary system. The aim of this research was to know the improvement of students GSS through the binary system labotoratory activities based on their mental model using hypothetical-deductive learning cycle. It was a mixed methods embedded experimental model research design. This research involved 15 students of a university in Papua, Indonesia. Essay test of 7 items was used to analyze the improvement of students GSS. Each items was designed to interconnect macroscopic, sub-microscopic and symbolic levels. Students worksheet was used to explore students mental model during investigation in laboratory. The increase of students GSS could be seen in their N-Gain of each GSS indicators. The results were then analyzed descriptively. Students mental model and GSS have been improved from this study. They were interconnect macroscopic and symbolic levels to explain binary systems phenomena. Furthermore, they reconstructed their mental model with interconnecting the three levels of representation in Physical Chemistry. It necessary to integrate the Physical Chemistry Laboratory into a Physical Chemistry course for effectiveness and efficiency.

Teaching materials used in Indonesia generally just emphasize remembering skill so that the students' science literacy is low. Innovation is needed to transform traditional teaching materials so that it can stimulate students' science literacy, one of which is by context-based approach. This study focused on the construction of context-based module for high school using Organic Light-Emitting Diode (OLED) topics. OLED was chosen because it is an up-to-date topic and relevant to real life. This study used Model of Educational Reconstruction (MER) to reconstruct science content structure about OLED through combining scientist's perspectives with student's preconceptions and national curriculum. Literature review of OLED includes its definition, components, characteristics and working principle. Student's preconceptions about OLED are obtained through interviews. The result shows that student's preconceptions have not been fully similar with the scientist's perspective. One of the reasons is that some of the related Chemistry concepts are too complicated. Through curriculum analysis, Chemistry about OLED that are appropriate for high school are Bohr's atomic theory, redox and organic chemistry including polymers and aromatics. The OLED context and its Chemistry concept were developed into context-based module by adapting science literacy-based learning. This module is expected to increase students' science literacy performance.