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This study aims to evaluate students' science literacy profile and implement earth structure and disaster mitigation materials to improve junior high school students' science literacy. This research uses a type of introductory research that applies analysis techniques in the form of descriptive research design (DPD). The research instruments used include science literacy tests, student learning experience questionnaires, and teacher performance observations in delivering the material. This indicates that the science literacy skills of junior high school students can be further improved by using appropriate learning. Based on the results of the research obtained, the science literacy indicator ‘Designing Scientific Investigations’ received the highest score with an average of 3.275, while ‘Critically Evaluating Scientific Information’ received the lowest score of 3.206. Based on the results of the research data that has been obtained, it is concluded that students' science literacy skills still need to be improved. However, female students tend to have better science literacy skills than male students, which indicates a challenge in achieving science literacy skills at an adequate level. The indicator with the lowest level of science literacy was critically evaluate scientific information. Therefore, the study recommends the development of contextualized inquiry-based learning media and technology integration to support more effective learning, as well as training for teachers to facilitate learning that trains students' critical thinking skills.

The advancement of technology is projected to result in the creation of efficient tsunami detection early warning systems to aid individuals, especially those disabilities-friendly, in raising their consciousness and preparing for the worst-case disaster scenarios before they occur. This qualitative descriptive study uses data-gathering procedures based on the library research method. The numerous TEWS has been developed as an effort to recover, rehabilitate, and reconstruct and are carried out in such a way as to anticipate and prepare residents to be more alert and alert to the occurrence of tsunami. IoT based on IMU devices can be utilized as TEWS sensors with minimum limitation. IDSL information concerning elevation is highly correlated with the BIG forecast information. The Android-based received a response time of fewer than five seconds to start receiving with retrieving the tsunami and earthquake data. In conclusion, the EWS needs to be developed along with professional sign- language translators in all catastrophe knowledge as required by the National Regulation on the fundamental rights of individuals with disabilities as part of disclosing information for deaf citizens. Hence, recommendations for further research are needed to develop the TEWS integrated with VBEWS, ViBEWS, ViSEWS, and sign language.

Indonesia is an area with three different volcanic arcs. Almost every year, there are disasters in Indonesia, particularly tsunamis. On the other side, Indonesia has SDGs 2030 focused on disaster management or risk reduction. Based on Structural Equation Modelling (SEM) analysis, this study will look at the part that SDGs education plays in disaster readiness. To attain the research orientation, the researchers developed a tsunami education program and assessed its validity and reliability to find a suitable model. The research approach included a cross-sectional survey to gather quantitative data on the students' replies. The data are valid and expected based on the normal tests. Two of the five indicators from the model influence analysis have been verified, making the model just partially acceptable. However, it is known that only a small number of factors have an impact on other variables based on total effect, direct effect, and indirect effect analyses. Five variables were identified as not significant in the final analysis. Therefore, not all of the model's hypothetical variables can be accepted entirely. The scope of research can be expanded in the future by using more focused variables, a larger sample size, and more respondents.

Since the 2018 Palu earthquake in Central Sulawesi of Indonesia, many researchers worldwide have been concerned about the ground liquefaction phenomenon associated with seismic events. The present study analyzes research trends related to liquefaction through bibliometric methods and examines the contributions of Indonesian authors to the Scopus metadata. In performing this analysis 3,489 documents were identified, 95 of which were from Indonesia. The findings indicated that the number of scientific publications related to ground liquefaction had increased significantly, and that most of these studies were published in the United States. At the same time, the University of Canterbury in New Zealand has been a leading contributor. The most prolific author in this subject was G. Owen. Visualization of liquefaction research trends results in the following five clusters: (1) Reliability and accuracy of the occurrence of liquefaction; (2) Liquefaction consistency; (3) Map and city where such liquefaction occurred; (4) Ground deformation resulting from liquefaction; (5) The country(s) that experienced such liquefaction. The present study helps identify global trends and developments related to ground liquefaction by providing in addition a map for further studies.

Both tsunamis and climate change have a significant impact in many aspects. Therefore, it is necessary to conduct research through scientific publications on the most effective mitigation efforts to reduce these impacts. This study's objectives are to analyze the research profile of climate change and tsunami mitigation using bibliometric analysis. A total of 1750 climate change mitigation documents and 139 tsunami mitigation documents were analyzed. The study results show that the publication of climate change mitigation has increased rapidly in the last decade exponentially, while the publication of tsunami mitigation tends to stagnate. Furthermore, research trends in climate change mitigation, namely emission control, environmental policy, and carbon sequestration, are the most researched mitigation efforts. Meanwhile, the leading causes of climate change are greenhouse gases and carbon dioxide. On the other hand, the trend of tsunami mitigation research is more towards disaster management and mitigation, the causes of tsunamis by earthquakes, and coastal area mitigation objects. The research profile on climate change mitigation follows the 13th goal of the SDGs, namely climate action, while tsunami mitigation follows the 11th goal of the SDGs.

The primary objective research is to obtain information from the Scopus database from 1972 to 2021 related to tsunamis from a mechanical perspective. The preliminary data get from the Scopus database considering that the Scopus indexed documents have gone through a rigorous review process and have credibility in publishing research results. 119 documents (years 1972-2021) get from Scopus data- based obtained based on the keyword Tsunami Mechanism. The VOSViewer application visualizes the research results related to the tsunami mechanism. Of all the papers, there are 80 of 119 documents in the form of articles on Tsunami Mechanisms from 1972 to 2021. Then, the scientist who studied the most tsunamis was Pararas-Carayannis, G., with seven documents. The author is in the first position of all written documents published in International Journals indexed by Scopus. The cities most affected by the tsunami were Japan. The affiliate most associated with tsunamis is The University of Tokyo in Japan. Earth and Planetary Sciences is the subject area in the first position with 77 documents. The keyword that appears the most is "tsunami" in 59 documents. The journal "Pure and Applied Geophysics" was the primary source. The implication of this research is to provide empirical evidence that research related to tsunami is still an exciting topic at present and in the future.

The literacy competence of students is getting lower. The Ministry of National Education issues literacy in schools regulations and develops literacy assessment formats to improve it. It continues to experience improvements because it can still not boost student achievement. AKM is the latest student literacy competency assessment policy. Considering that the program is new and will be carried out next year, the number of question bank on AKM books is still limited. However, a design guide document for the development of the AKM test was launched. Therefore, good quality literacy tests are still needed. This development research aims to produce a valid and reliable AKM-based test package for the Solar System’s Reading Science Information Literacy level IV concept. And then, at the survey stage, respondents worked on the test package in the e-learning format. The test’s scoring will be used to describe the student literacy competency profile per the design guidelines for developing AKM questions. The results indicate that: (1) the AKM tests package that has been compiled is valid and reliable; (2) only 41 out of 181 students accessed the survey; (3) their highest achievements are the sufficient category, while the less category is most dominant; (4) the description is that their competence is only at the level of finding information, sub-competencies: accessing and searching for information in the text; search and select relevant information. The highest competence is understanding, sub-competence: comprehending text literally; explaining the main idea and some supporting ideas in the information text. It is competence at level 2 on the AKM test, the ability of students in grades 3 - 4 elementary school.

This study aims to describe the 3D model's online modules effectiveness in the practicing mastery of conceptual knowledge in solar system learning using an instrument which tested 58 7th-grade respondents from one of the junior high schools in Jombang, East Java, Indonesia. The respondents were then divided without randomization into 29 respondents for the experimental group (EG), which studied using 3D models online, and 29 respondents for the control group (CG), which studied using learning resources from student books and learning media in the form of 3D models from the NASA website. The effectiveness is assessed based on the results of the conceptual knowledge test instrument with the CRI method using a quantitative descriptive approach. Based on these results, the 3D models online module in solar system learning cannot be fully effective in the practicing mastery of conceptual knowledge. When examined further, 3D model's online modules are effective in cognitive dimensions C3, learning indicators 1, 2, and 6, and conceptual knowledge sub-types 1. Furthermore, based on research results, learning the solar system using online modules with 3D models is better than using the official NASA website with student books.

The present study analyzes research trends related to tsunami education and mitigation through bibliometric analyses, and explores the level of contributions of Indonesian researchers in the Scopus database. A total of 1293 documents were identified by this analysis, with 201 originating from Indonesia. The results showed that scientific publications related to tsunami education and mitigation have increased significantly, and that United States has published most of such papers. At the same time, the institution that won a lead role was Tohoku University, in Japan. Three institutions from Indonesia are ranked seventh, fourteenth, and fifteenth, namely the Bandung Institute of Technology, the University of Indonesia, and the University of Gadjah Mada. The most prolific author on this topic is N. Tanaka. Visualization of research trends on tsunami education and mitigation resulted in four clusters: (1) Tsunami waves; (2) Tsunami problems and monitoring; (3) Tsunami early warning systems; (4) Preparedness in dealing with tsunamis, and in the post-tsunami recovery process. The present research can help in the identification of trends related to tsunami education and tsunami impact mitigation, as well as in worldwide development in providing an overview for further study.

This research aimed to analyze the students’ learning results in the critical thinking skills using volcano simulation software. In addition, students’ response to the volcano software integration into physics learning is also described in the current research. The research samples are students of SMA Tamansiswa Mojokerto consisting of two classes, namely XI MIPA 1 and XI MIPA 2, with 65 students. This research is included in quantitative research by using One Group Pretest – Posttest Design. The pre-test was given first, and at the end of the learning, the samples were given a post-test. The data collection instruments used in this research are the critical thinking ability test and student response questionnaire sheet. The data were analyzed descriptively (n-gain) and statistically (t-test). The results showed (1) an increase in the critical thinking skills with an average score of n-gain of 0,87 and 0,83 with the high criteria and (2) there is no difference in the average score of n-gain between both classes (p > 0.05). It can be concluded that physics learning by using volcano simulation software effectively increases the students’ learning results and critical thinking skills. The average percentage of students’ responses is 82% with a very good category. The use of volcano simulation software on the critical thinking skills obtained results that it being more interesting and easier for students to understand better the taught concepts as well as can practice the critical thinking skills of students.

This study aims to determine how the application of the STEAM approach to science learning in junior high school. The research was conducted by giving questionnaires to science subject teachers at the junior high school level in Surabaya, Sidoarjo, and several surrounding areas. Based on the results of the questionnaire given to the science teacher, it showed that 72% of the STEAM approach had been understood by the science teacher, 12% said they did not understand the STEAM approach and the remaining 16% answered doubtfully whether they understood the STEAM approach in science learning. However, only about 50% of science teachers who understand carry out learning using the STEAM approach. As many as 28% stated the lack of supporting articles for implementing the STEAM approach. Another result stated that 56% of teachers had difficulty in referencing learning tools with the STEAM approach which had to be adapted to school conditions and another 16% needed training to apply the STEAM approach to be applied in learning. Based on the results obtained, the largest percentage needed by teachers to help implement science learning using the STEAM approach is the need for learning tools. Therefore, STEAM-based learning tools really need to be developed, especially for the science teaching and learning process.

Project-based Inquiry Science (PjBI-Science) is one of the embodiments of innovative learning designed for students to have abilities like scientists and to experience various investigative methodologies, which include experimentation, modelling, simulation, and data analysis in the fields of earth science, life science, and physical sciences. Not only beneficial for students, but PjBI-Science also facilitates teachers to be able to design detailed learning processes and conduct assessments according to students' thinking skills and abilities, both individually and in groups. This study aims to identify the characteristics and find the benefits of implementing PjBI-Science learning. The research method used is a systematic review with a meta-aggregation method that summarizes the results of research related to PjBI-Science qualitatively. Based on the literature review results to identify the characteristics of the implementation of PjBi-Science, conclusions were obtained regarding the benefits of implementing learning. For students, it can improve the quality of abilities in the natural science field and accommodate the learning needs to optimize thinking skills, while for teachers, it can holistically provide alternative teaching styles in an innovative way and conduct an effective assessment of the activities and cognitive abilities of students.

College students' creativity can be seen based on the novelty of research. The main objective of this study was to analyze trends research and publicationof the master of science education at the State University of Surabaya. The descriptive qualitative method used in this study. The data of this study collected by analyse the last five years research abstracts from 2015 to 2020. The data obtained were analyzed using a total sampling technique. Research trends and publication in the Master of Science education at the State University of Surabaya are mostly researching about the development of learning tools with qualitative-quantitative methods and research topics about innovative learning in the field of thinking skills. Some college student research uses curriculum topics, learning media, and assessments. While the publication trend is obtained by analyzing the publication of student articles resulting from the thesis based on the analysis of publications in the category of international and national journals. Department heads need policy recommendations in making decisions to improve research trends and college student publications. current study result implies that research trends in the Master of Science education at the State University of Surabaya require further innovation.

The 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. Thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. These skills are necessary for science learning. Analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. This study examines learning models and learning tools that can improve analytical thinking skills. Learning based on inquiry learning is expected to improve students' analytical thinking skills. The findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. The problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. Analytical thinking skills are closely related to problem-solving. So with analytical thinking skills, students will quickly identify and solve a problem.

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.

This study aims to analyse the Mw 7.0 normal faulting type earthquake that occurred on October 30, 2020, in Izmir-Turkey. After the earthquake, a tsunami was followed with a maximum water level of 3.8 meters in the Aegean Sea. The used method in this study is the measurement of the tsunami faulting model parameters by using a direct procedure. The measured tsunami parameters are the dominance period (Td), rupture duration (Tdur), and rupture duration more than 50 seconds (T50Ex) as well as the results of the multiplication between Td and T50Ex (TdT50Ex). In this study, we used seismogram velocity of vertical component recorded by the Global Seismographic Networks (GSN) network stations and the GEOFON (GE) network with an epicenter distance of 0 to 40°, totaling 66 seismic stations. Based on the measurement results, the tsunami discriminants Tdur = 65.11 seconds, Td = 9.28 seconds, T50Ex = 1.43 and TdT50Ex = 13.27 seconds > 10 seconds (threshold). The value of the tsunami discriminants TdT50Ex that exceeds this threshold strengthens that the normal type earthquake is the cause of the tsunami.

Berawal dari peserta didik yang mengalami miskonsepsi pada saat pembelajaran fisika, maka peneliti melakukan penelitian deskriptif analisis dengan subjek sampel dan menggunakan tes diagnostik dengan skala CRI yang bertujuan menganalisis tingkat pemahaman peserta didik pada materi fisika. Hasil dari penelitian menunjukkan persentase pemahaman konsep 29,72% dengan kategori persentase rendah, persentase memahami konsep tetapi tidak yakin 18,32% dengan kategori rendah, persentase miskonsepsi 28,06% dengan kategori persentase rendah, dan persentase tidak paham konsep 23,89% dengan kategori persentase rendah. faktor – faktor yang menyebabkan miskonsepsi peserta didik kelas X SMAN 1 DRIYOREJO antara lain a)Peserta Didik; b)Bagaimana Mengajar.

Many communities in Indonesia are potentially affected by tsunamis but do not have adequate preparedness in dealing with such disasters. This study aims to improve the preparedness capacity of the people living around the coast that are potentially affected by the tsunami through tsunami mitigation learning by using OMBAK learning model. The learning is done online to avoid the transmission of covid-19. Before the online learning begins, the student community is asked to work on the tsunami mitigation pre-test. The number of people living around the coast who took part in this learning was 62 people, ranging in age from 13 to 55 years old. Furthermore, students were briefed via a zoom meeting (synchronous) about the implementation of this online learning, especially relating on how to learn tsunami mitigation by using disaster mitigation video media. In this tsunami mitigation learning process, students are allowed to learn asynchronously. We also allow students to discuss tsunami mitigation materials through the WhatApp Group (WAG) during the learning process. After completing the learning process, students were asked to work on post- test questions. Based on the results of the percentage analysis on the learning implementation, it was found that the implementation of tsunami mitigation learning by using OMBAK learning model was carried out very well. In addition, based on the analysis of t-test and gain score from pre- test and post-test data, it was obtained that there was a significant increase in the students’ tsunami mitigation ability.

The climate problem today caused damage to infrastructures and many other living elements among mankind. As the prospected future leaders, students need to understand and to respond the effects of climate change. A person with climate literacy may enhance their ability and capacity to face climate challenges in the future. Climate literacy is the understanding of the influence of self and society on the climate. This research is conducted to give a general picture of climate literacy among high school students in Surabaya and each indicator in climate competency aspects. The methodology used in this research is a descriptive qualitative method. The research instrument used in this research is a climate literacy test. The valuation of climate literacy capacity of the students being done by giving scores manually from the test answers according to the scoring guideline in the scoring rubric and achievement results with categories as very high, high, moderate, low, and very low. The research samples are 107 high school students at level XI in SMAN 22 Surabaya (Public High School 22 Surabaya). According to the research, the students’ indicator in scientific identifying is low with a score percentage of 48.9%. The students’ indicator in explaining the scientific phenomenon is moderate with a score of 74.5%, while students’ indicator score in using scientific evidence is moderate with 68.6%. It could be said that high school students in SMAN 22 Surabaya as a whole have a moderate climate literacy capacity with a percentage score of 64%.

The Covid-19 pandemic that hit Indonesia impacts the field of education. The learning process is usually carried out face-to-face has turned into online learning. This study aims to see the effectiveness of online learning based on the learning process, the achievement of learning objectives, and the obstacles experienced by students and teachers when doing online learning at SMA Negeri 2 Ponorogo during the Covid-19 pandemic. The quantitative descriptive method was used in this research. The online survey was used by using a questionnaire instrument through Google Form and cognitive tests. The results showed that online learning during the Covid-19 pandemic often used the WhatsApp platform and school e-learning websites. Respondents were interested in taking physics lessons during the pandemic online because respondents used many learnings. Based on the cognitive test results, the mean value of the respondents was

The research aim was to develop the Volcano Project Design (VPD) for improving the physics student research skills about volcano. The method used is a qualitative analysis where the research sample involves 34 undergraduate of physics students. The instrument used in VPD was equipped with the assessment format and rubric that was developed by researchers. The instruments tools were validated by experts in the field of geoscience and volcanology. The VPD guide contains the theoretical basis of fieldwork, descriptions of activities, project themes and targets to be achieved, phases of activities, and assessment of activities in the field. In addition, in the guidelines is also equipped with a guide of proposal preparation, field report and research products. The important results showed that the physics students were succeeded in conducting volcano research using VPD. This result was supported by the capabilities to identifying some crucial problems about volcanoes, presenting some solution based on several issues that have been identified and providing an accurate explanation of volcanic phenomena. The interesting finding based on research is the students’ research product as new information in geoscience. Even though needs intensive guidance, the product has an opportunity to be published broadly. Based on students’ perception, the program succeeded to build students' scientific attitude, constructing a positive value to the environment around the volcano and perfectly prepare students to help the community in the face of volcanic disasters.

Strengthening ecopreneurship plays an important role in preparing students for success in the life and career of students, but this skill is not well trained in learning physics. Therefore, the purpose of this study was to analyze the impact of environment-based physics learning on students' mastery of concepts and ecopreneurship. This research is a quasi experimental research with one group pretest and posttest design. The research subjects were 29 students of the physics education study program, Surabaya State University, Indonesia, who programmed basic physics courses. The data collection technique used a conceptual mastery test instrument and ecopreneurship. The data analysis technique used the Kolmogorov-Smirnov test, Paired t-test, Wilcoxon test, and N-Gain. The results showed a significant increase in students' mastery of concepts and ecopreneurship at α = 5%, with mean N-gain of 0.63 and 0.60, respectively, within the moderate criteria. Thus, environment-based physics learning has a significant impact on increasing student mastery of concepts and ecopreneurship.

Pre-service science teachers need to be aware of eco-literacy and biotechnology as they will teach science subjects to students from the perspectives of 21st-century skills. This study aimed to develop a web-based module on biotechnology and examine preservice science teachers' eco-literacy skills after using the developed module. The study used a research and development design adopting Molenda's product development model (Analysis, Design, Development, Implementation, and Evaluation/ADDIE). There were 60 students majoring in science education as the research participants. The data were collected using a needs analysis questionnaire, a curriculum analysis form, a validation sheet, tests, and a response questionnaire. The obtained quantitative data were analyzed using IBM SPSS 25 with descriptive statistical tests with Swanson's quantifications. Results showed that the web-based module on biotechnology could be developed through ADDIE stages with experts' high validity results (M = 4.59, valid with revision). The module significantly improved the teachers' eco-literacy skills on biotechnology topics (F = 14.053, p = 0.000, N = 60). This result implies that the web-based module on biotechnology can assist preservice science teachers in improving their eco-literacy skills.

This research involved 19 postgraduate students majoring on Science Education at one university in Surabaya who were programming Earth and Space Sciences course. The objective of this research is to measure students’ ability in designing a lesson plan for sustainable education on environmental issues around volcanoes by integrating education for sustainable development (ESD) competence. Descriptive quantitative analysis was employed to assess the lesson plans developed by the students. In general, the results showed that the lesson plans were less contextual to support the improvement of decision-making abilities on the environmental issues, the emergence of environmental awareness among students, encouragement to the students to have sense of belonging to the environment, and fostering critical analysis of various environmental phenomena. The results suggest further efforts to improve professional competence of the postgraduate students in developing geoscience learning instruments, particularly related to integrate the ESD competence into lesson plans.