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The aim of this research is to analyze high school students' ability to solve physics problems as a consideration for implementing the PBL learning model assisted by Android-based 3D digital modules. The research method uses descriptive qualitative analysis techniques to find out information about a problem the facts face. The research was conducted at SMA Nahdlatul Ulama 1 Gresik with 160 students as respondents. Data obtained from research respondents were categorized into three groups, namely low (score 0-40), medium (score 41-70) and high (score 71-100). From the research results, there were 154 students in the low category, while there were 5 students in the medium category and 1 person in the high category. The conclusion is that students' ability to solve physics problems is still low and needs to be improved, so it is necessary to provide innovative learning models and media, one of which can be done by implementing PBL models and media in the form of Android-based 3D digital modules which will make students more interested in learning so that helps hone physics problem solving skills.

The aim of this study was to develop a Prediction, Alternative conceptions, Refutation, Observation, Comparison and Scientific explanation (PAROCS) strategy to change students’ alternative concepts on inertia concept. The research method used is the 4D model (Define, Design, Develop and Disseminate). Participants were 30 students (15 boys and 15 girls, their average age were 15-16) in class X of a public high school in Sukabumi, West Java. The instrument used is a four-tier diagnostic test. Data were analyzed based on a 4D model and conceptual category. At the disseminate stage, it shows an increase in scientific concepts and a decrease in alternative concepts after the application of the PAROCS strategy. From this, it can conclude that PAROCS strategy can be developed to change students’ alternative concepts into scientific concepts. Further studies could not only use the PAROCS strategy, but also develop this strategy for different physics concepts.

Alternative conceptions become obstacles in physics. However, it is difficult to find instruments that can identify students' alternative conceptions, especially in gases kinetic theory (DIGaKiT). The purpose of this research was to development of diagnostic instrument of DIGaKiT in identifying students' alternative conceptions by Rasch analysis model. The research method used the defining, designing, developing, and disseminating (4D). The samples are 31 students (12 male students and 19 female students, their ages were typically 16 years old) at one of the senior high schools at Belitung. Rasch analysis was used to identify the validity, reliability, and distribution of students' alternative conceptions. The result is that the level of validity and reliability of the instrument is in a good category. Meanwhile, alternative conceptions of the kinetic theory of gases can be identified in all questions, and the questions with the highest alternative conceptions are questions with code Q11 (77%) and the lowest are questions with codes Q1, Q5, and Q6 (4%). Therefore, teachers must design learning processes that can reduce students' alternative conceptions of the kinetic theory of gases material.

This study aims to reconstruct Grade 11 students' misconceptions about force through the Conceptual Change Model (CCM) making use of Predict, Discuss, Explain, Observe, Discuss, Explore, Explain (PDEODEE) tasks. This study was conducted using a mixedmethod approach. The participants in this study were 65 students (33 students in the experiment class--13 males and 20 females, and 32 students in the control class--12 males and 20 females) from a high school in Bandung, Indonesia. The instrument test used is the Four-Tier Test-formed Force Concept Inventory (4TT-FCI) with 8 question items. Three analyses were carried out: an analysis of students' misconception profiles during the pre-test and post-test, the reconstruction of students' misconceptions analysed based on percentage and codification using Great Change (GC), Not Change (NC), and Un-Great Change (U-GC). The improvement in students' conception was carried out using N-Gain with three categories (Low, Moderate, and High). The results show that the students' conception profile during the pre-test and post-test still detects misconceptions. However, these misconceptions can be ameliorated using CCM with PDEODEE tasks because the highest conceptual change is in the Misconceptions category (GC= 34.5) and the lowest is in the Un-Code category (U-GC= 2.4). The increase in the correctness of the conception was measured in the experimental class at 0.73 (High category), and the control class is 0.42 (Moderate Category).

Augmented Reality (AR) can positively impact learning and provide authentic experiences in the form of simulations by increasing enthusiasm for learning and activities in the classroom. This research aims to develop the design and effectiveness of the Augmented Reality Greenhouse Effect (ARGE) Integration Model Physics Independent Learning (MPIL) and explore the results of the product and their application in physics learning. The ARGE application will be implemented in universities located in the central part of Indonesia ARGE presents a simulation of learning tools to train lecturers and students with the implementation of AR technology, which aims to transfer real learning experiences to understand the concept of the Greenhouse Effect. The research method chosen in the ADDIE method was carried out on 127 students and integrated with MPIL. The number of these students participated in research, where they were divided into three student groups: (i) Semester 3 (N= 42), (ii) Semester 5 (N= 42), and (iii) Semester 7 (N= 43). After 12 weeks of lectures, most students stated a significant positive confirmation of ARGE implantation. These results revealed that the application of ARGE MPIL based on testing the effects of the product by students had excellent practicality in teaching in relevance with a percentage of 92.38%. Then the self-confidence aspect obtained a percentage of 94.29%, and the satisfaction aspect received a percentage of 97.14%. The ARGE design is integrated with MPIL developed to properly simulate the Greenhouse Effect concept. ARGE is effectively categorized as an excellent medium for learning the Greenhouse Effect concept.

The research aims to develop a four-tier test for optical instrument materials. The method used in this study is a 4D design that includes defining, designing, developing, and disseminating. The instrument used consisted of fifteen items in the form of a four-tier closed-ended test. The research participants were 60 female and 15 male students from West Java in grade 11 high school who were randomly selected. The analysis is divided into four parts. The first analysis is a CVR and multi-rater Rasch measurement of the original validation results. The second analysis involves calculating the percentage of students' scores based on their conception scores. The third is a Rasch Model analysis of the instrument's validity and reliability. The Rasch Model is used in the fourth analysis to examine conceptions and misconceptions. Following the analysis, all items met the CVR value criteria. I2, I7, I9, I10, I12, I15, and I3 have logit values less than zero and are corrected based on expert feedback. The second analysis reveals that students continue to have misconceptions about each item. According to the third analysis, all items were valid and reliable, with a Cronbach Alpha value 0.78 in either category. According to the fourth analysis, conception is inversely related to misconception. The fewer misconceptions, the better the students' conceptions, and vice versa. However, confidence can also be a dissonant influence. Students who experience misconceptions need to be given appropriate treatment to reduce misconceptions about optical instrument materials. Hopefully, the four-tier closed-ended test that has been developed can be used and developed into a better five-level test to investigate the causes of each student's misconceptions.

This study aims to develop and examine students' conceptions of Work and Energy in relation to the Indonesian Capital City in East Kalimantan, using the Four-Tier Test of Work and Energy (FORTUNE) Open-Ended. The 4D methodology was followed, involving defining, designing, developing, and disseminating the research. The FORTUNE test, comprising 13 questions, was administered to 70 tenth-grade students (44 girls and 26 boys) aged 15 to 16. Rasch analysis was applied to categorize student responses into seven distinct categories: Sound Understanding (SU), Partial Positive (PP), Partial Neutral (P0), Partial Negative (PN), Misconception (MC), No Understanding (NU), and No Coding (NC). The results revealed that FORTUNE effectively diagnosed students' conceptions, with 61% of responses falling into the Misconception (MC) category, while only 3% were classified as Partial Positive (PP). Notably, students displayed misconceptions in questions of moderate difficulty, as indicated by Rasch analysis. In conclusion, this study successfully developed and implemented the FORTUNE Open-Ended test to assess students' conceptions of Work and Energy in the context of the Indonesian Capital City in East Kalimantan. The findings highlight the prevalence of misconceptions among students, particularly in questions of moderate difficulty. Addressing and rectifying these misconceptions require targeted instructional strategies to foster a deeper and more accurate understanding of the topic. Future research should explore the effectiveness of intervention programs aimed at enhancing students' conceptual understanding of Work and Energy.