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Abstract Analyzing scientific mapping literature activity on digital comics, animation, and digital cartoons is essential for future research and development. The objective of the current study was to assess research activity in digital comics, animation, and digital cartoons. VOSviewer and Scopus were used to perform bibliometric analysis. The research was conducted from 2013 to 2023 and found 288 documents. In 2022, most research reports on digital comics, animation, and digital cartoons were published. China is the most productive region in terms of articles, with English being the most widely used language. The most common subject area is computer science, and the most common source is the journal Lecture Notes in Computer Science. The most productive author is Dong Hao Li. Zhejiang University is the most productive institution. Future research should concentrate on a single discipline and work with Google Scholar and Web of Science data for in-depth analysis.

Geohazards are natural phenomena that endanger infrastructure, the environment, and human activity. Understanding and mitigating them is crucial for public safety, disaster preparedness, and sustainable land and resource management. This research objective is to analyze geohazard research trends globally and then compare them with countries around the Pacific Ring. Ninety-six geohazard publications were analyzed using bibliometric analysis and the VOSviewer application. The general trend of geohazard research increased slightly. It is critical in dealing with the expanding threats posed by geohazards, adapting to changing conditions, protecting vulnerable people, and leveraging technological improvements for more effective hazard management and disaster risk reduction. The Annual Offshore Technology Conference Proceedings and Engineering Geology are the most popular scholarly journals for authors to publish research on geohazard. The most popular topic area for geohazard papers is Earth and Planetary Sciences, followed by engineering, environmental science, and computer science. It is consistent with the growing use of technology in geohazard research. This study also includes an authorship profile. This research implies enhancing disaster risk reduction strategies and contributing to global efforts to address the challenges posed by geohazards.

In this modern era of education, understanding EPL research trends plays an important role in the development of innovative physics education. The general aim of this research is to comprehensively explore the landscape of Ethnoscience in Physics Learning (EPL). This study used bibliometric analysis to evaluate publications. Data was collected from Scopus and analyzed using VOSviewer and Biblioshiny-Bibliometrix software. The publication trend of EPL research varies annually, with significant growth since 2000 and the highest peak in 2021. Articles are the dominant document type in EPL research, with the average total citations per article varying significantly from year to year. Journal of Physics: Conference Series is the top source for EPL research. The main affiliations and countries contributing significantly are Semarang State University and Indonesia, while physics and astronomy dominate as the main subjects. The authors who contributed and had the most citations in EPL-related research were Beggs J. M. & Plenz D. The keywords that dominated and became a new trend were Physics, Cell Culture, Article, Human, and Student. The novelty of this study lies in its bibliometric approach and network analysis that provides deep insights into research trends and relationships within the field of ethnoscience in physics learning, contributing to a better understanding of the development of physics education.

This research investigates the abilities of undergraduate students to apply scientific reasoning in Indonesia, with a particular focus on the concept of force and motion. Forty-three first-year undergraduate students from an Indonesian private institution, comprising 20 males and 23 females, performed the Scientific Reasoning Test of Motion (SRTM) in five different patterns of scientific reasoning. The current research combines quantitative and qualitative analysis. The findings reveal that the SRTM is a valid and reliable instrument. While no significant gender-based differences were observed in Correlational Thinking (CT), differences emerged in Control of Variables (CV), Proportional Thinking (PPT), Probabilistic Thinking (PBT), and Hypothetical-Deductive Reasoning (HDR). These results indicate that PBT, HDR, and CT are applicable across gender groups, although students struggle with scientific reasoning. Specifically, the students had misconceptions regarding projectile motion and applying Newton’s second law in practical situations. These findings indicate the necessity for further developing students’ abilities to apply scientific reasoning.

Low levels of critical thinking skills and learning motivation, particularly in physics learning, pose significant challenges that must be promptly addressed to ensure students' future success. To tackle this issue, the present study endeavors to develop a Cooperative Model, Digital Game, and Augmented Reality (CAP)-based learning, which is both valid and practical, to enhance these crucial aspects effectively. This study used Educational Design Research through a non-equivalent control group design in the data collection process. Using purposive sampling method, 54 high school students were divided into two classes were involved. The data collection period was from July to August 2022. The research instruments used include syllabus, lesson plan, Adventuring Physics media, critical thinking test instrument, motivation questionnaire, student response questionnaire, validation questionnaire, and observation sheet. Statistical tests used include descriptive, paired, and independent t-tests. The results reveal that the learning products and instruments exhibit strong validity and reliability, alongside a high degree of practicality in their implementation. The experimental group demonstrated a notable improvement both in critical thinking skills and learning motivation. Additionally, students' feedback regarding this learning approach has been overwhelmingly positive. Consequently, this research highlights the importance of fostering more engaging and enjoyable innovations through digital learning in physics education to achieve optimal learning outcomes and enhance 21st-century skills.

The Lawson Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students’ scientific reasoning skills. Through large-scale applications, several issues have been observed in terms of validity, scoring, and the way of interpreting. This study aims to identify the contribution and describe the research profile of applying LCTSR in education during the last ten years. The method used in this research is a bibliometric analysis based on Scopus data with the help of Biblioshiny and VOSviewer. The results of this study obtained 43 documents related to LCTSR. The results showed that the use of LCTSR every year has increased and decreased in the last ten years. Journals and proceedings in the field of physics dominate the publication sources for LCTSR research. Furthermore, Bao, Koenig, and Xiao were the three most prolific authors and also had research collaborations. The dominant country for publication is the United States. The area most often associated with LCTSR research is social science, whose purpose is to measure the development of student’s cognitive abilities. The scope of this research analysis is limited to certain databases or languages, so this study recommends finding renewed discussions about the use of LCTSR in education over a longer period of time.

Critical thinking skills have recently been intensified in learners at all levels of education. Learners are expected to have good critical thinking skills in order to face competition in the world of work. The research conducted was descriptive quantitative with the aim of classifying the critical thinking skills of students. The research subjects were students of class VIII Junior High School in Kediri Regency in the 2022/2023 academic year as many as 20 students. Data collection was conducted through interviews and critical thinking skills tests. The critical thinking skills test instrument includes 5 indicators consisting of 15 multiple choice test items. Analysis was carried out on the test results of students on each indicator and categorised into five critical thinking categories consisting of very high, high, medium, low, and very low. The results showed an average achievement score of 42.08%, interpretation ability 23.47%, analysis ability 50.21%, inference ability 62.31%, evaluation ability 41.10%, and explanation ability 33.33%. Based on these results, it is evident that students' critical thinking skills still need to be trained in order to be improved. Thus, teachers need to implement meaningful science learning in order to improve students' critical thinking skills.

This research explores physics concepts in depth in pletokan to be integrated into physics learning in the Merdeka Belajar curriculum. Using a qualitative descriptive approach and data triangulation techniques (observation, interviews, and literature study), this research identified pletokan as a superior contextual media for learning physics. Effectively achieve the learning objectives of the Merdeka Belajar curriculum while providing an enjoyable educational experience. The exploration results obtained specifically show that the traditional game of pletokan involves various physics principles such as gravitational potential energy, friction force, work and energy, ideal gas compression, bulk modulus, sound waves, motion dynamics, parabolic motion, and partially elastic collisions. These findings highlight the potential of Pletokan as a promising ethnoscience-based medium for physics learning, which is beneficial in improving student motivation and academic outcomes. Further research is needed to validate advanced applications and their effectiveness in improving student learning outcomes. Embracing ethnoscience in this way enriches students' understanding by including context and preserving the nation's cultural heritage.

3Environmental Remote Sensing and Geo-Information Laboratory, Institute of Renewable Natural Resources, College of Forestry and Natural Resources, University of the Philippines, Los Baños, Laguna 4031, Philippines 4Early Childhood Education Department, Universitas Pendidikan Indonesia, Indonesia 5Department of Geological Engineering, Institut Teknologi Nasional Yogyakarta, Indonesia *Email: nadisuprapto@unesa.ac.id ABSTRACT Geohazards are often present in highly populated areas. Dynamic changes in population exposure to geohazards have resulted from shifting population numbers, spatial dispersion, and mobility. In addition, the changing vulnerability distribution of the population is a crucial consideration when establishing an effective evacuation strategy. Therefore, exploring the link between geohazards and population exposure is vital to avert disasters. This paper reviewed geohazards around the world based on a dynamic population approach. It identifies and synthesizes evidence of links between certain parts of the dynamic population and geohazard risk management. The major search engine in this investigation was Google Scholar. “Geohazards”, “dynamic population”, and keywords related to geohazards like landslides, floods, drought, earthquake, and tsunami were used, followed by terms related to dynamic population. The review shows that geohazards based on a dynamic population approach include socioeconomic status; gender and gender relations; migration, residency, and mobility; education and knowledge; and religions and beliefs. Understanding those elements is essential to managing geohazard risks because it can assist the government in its financial commitment and allocation in the event of a disaster, constructing effective policies and adaptation plans, and including communities in managing geohazard risks.

Tsunami is one of the deadliest disasters in the world. Tsunamis in Indonesia (TI) and Taiwan (TT) are now wide open in all research fields. The purpose of this study is to analyze a comparison of research related to TI and TT from 2013-2023. This study used bibliometric analysis with metadata collected from the Scopus database and visualized using VOSviewer and Biblioshiny-Bibliometrix. The findings of this study indicate that the trend of research related to TI is more consistently increasing linearly than research on TT from 2013-2023. Citation trends per year in TI and TT research vary depending on the popularity of research topics and the impact of publications. The most dominant trend keywords used are Tsunami, Indonesia, and Taiwan. The authors who contributed the most to TI research were Syamsidik and Wu TR in TT research. Indonesia and China are countries that contribute and collaborate a lot. The highest and most relevant sources in TI research are the IOP Conference Series Earth and Environmental Science and Terrestrial Atmospheric and Oceanic Sciences in TT research. Syiah Kuala University and National Central University are top TI and TT research affiliations. Based on the network visualization, there is a very close relationship between tsunamis and earthquakes. This research aims to demonstrate the popularity of writing about Taiwan's and Indonesia's tsunamis so that future research might demonstrate more advantages of this subject. Researchers can learn about the advantages and disadvantages of each subject and discover updates for additional research with the help of this article. Recommendations for future researchers are to conduct research related to tsunamis and earthquakes with in- depth studies because of the high potential for further research.

Megathrusts have been the subject of more research recently. Therefore efforts are needed to understand the patterns, novelties, research trends, and potential future research areas connected to megathrusts. This study aims to analyze research trends, document types, source documents, most prolific authors, most cited documents globally, most contributing countries and affiliations, top subject areas and keywords, and visualization mapping of megathrust research trends over ten years. This bibliometric study and review of the literature use metadata from the Scopus database and a mapping application created with the help of the based program of bibliometrics and VOSViewer. The bibliometric results show that the trend of megathrust research over the last ten years is relatively stagnant, with most types of documents being articles and document sources published in journals, one of the journals that contributes the most is the Journal of Geophysical Research: Solid Earth. The top prolific author is Lay, T. The most cited document globally is by Hayes G. P. The top affiliates and countries that researched megathrust the most were Nanyang Technological University and the USA. The top subject areas and keywords in megathrust research in the last ten are Earth and Planetary Sciences and Earthquake. The mapping of visualization of megathrust research trends over the past ten years, seven clusters focus on active faults, crustal earthquakes, geology, geomorphology, amplitude, crustal deformation, seismic, and kinematics. Meanwhile, the opportunity and potential for future researchers to conduct megathrust research are keywords that are still few found, such as mitigation, aftershock, and ground motion.

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.

This study aims to analyze research trends in online learning based on virtual class with video-assisted google classroom, the contribution of Indonesian researchers, and future research opportunities on the topic of online learning. This research method uses literature study through bibliometric analysis. In searching the articles, Publish or Perish (PoP) and Vosviewer softwares were utilized on the Scopus database. The search results consist of 264 documents selected from 2016 to 2020. The analysis results show that the publication of online learning articles with videos in the last five years has increased, which means that the research is still potential to be conducted. The most widely used author keywords in this research topic are "Video, Group, and Platform". Future research opportunities with the topic of online learning with videos in physics learning have potential opportunities where this study has increased every year and is still relevant for research.

Science literacy is very important to be mastered by students. In the literacy process, students need learning media that are in accordance with the characteristics of students and materials. Media design is based on a game design framework, namely empathic or analytical (emphatic), defining (define), developing ideas (ideate), making prototypes (prototyping), and testing (playtest). The stages of the game design framework are in line with the steps for selecting learning media, namely ASSURE. The design of Apollo and Comet media that is in accordance with these stages can produce media games that are not only able to entertain children, but also facilitate students to train their literacy skills. This research used a nonequivalent pretest posttest control group research design used for Quasi Experimental Design. Data on increasing scientific literacy was obtained by giving a pretest and posttest using a scientific literacy test sheet by adapting the PISA test.. Students' scientific literacy increased by 74.8562 with a high category based on the results of the N-Gain.

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.

Dalam rangka pengembangan literasi sains peserta didik, pengembangan Instrumen Asesmen Literasi Sains sangat penting untuk melatih siswa lebih literat.Tujuan penelitian ini adalah mengembangkan instrumen asesmen literasi sains yang valid dan andal untuk mengukur kemampuan literasi sains siswa kelas VI sekolah dasar. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan atau sering disebut juga dengan 4D ( Define, Design, Development, Desimination) dengan dilakukan penyederhanaan tahapan pengembangan menjadi 3D ( Define, Design, Development). Produk akhir dalam penelitian pengembangan ini adalah Instrumen Asesmen Literasi Sains untuk mengukur kemampuan literasi sains yang dinyatakan valid dan layak oleh pakar berupa 20 butir soal.Tahapan pengembangan Instrumen diawali dengan melakukan analisis kebutuhan, Hasil validitas instrumen tes oleh ahli aspek mendapat rerata persentase sebesar 93%, aspek literasi sains mendapat rerata persentase sebesar 93%, aspek konstruksi mendapat rerata persentase sebesar 99%, dan aspek tata bahasa mendapat rerata persentase sebesar 95%. Hasil siswa terkait kepraktisan instrument sebesar 93%. Hasil uji empiris, bisa didapatkan data 18 soal dinyatakan valid dan 2 soal kategori drop. Hasil koefisian reliabilitas sebesar 0, 499. Keefektifan instrumen tes berada pada kategori dan sangat sesuai dengan demikian dapat mengungkap atau menjenjangkan kemampuan literasi sains siswa dalam 3 kriteria, yaitu tinggi, sedang, dan rendah.Instrumen tes yang dikembangkan dapat digunakan untuk mengukur kemampuan literasi sains kelas VI jenjang sekolah dasar.

Engklek, is one of the traditional games that have many physics concepts to explore, has the potential to be applied in Ethno-STEM-based physics learning. So far, no study has been carried out on exploring the physical concept of this game. Hence, this study aims to explore the concepts of physics in traditional Engklek game and its potential applications in Ethno-STEM-based physics learning. This study uses a qualitative research method with an exploratory design. Data collection using three methods: observations, interviews, and literature studies.Data were analyzed descriptively through three stages: data reduction, presentation, and verification or inference. The results show that the main physics concepts contained in this game are parabolic motion; work and energy; momentum and impulse; and equilibrium of rigid body. This game also can be applied to physics learning because it is relevant to the 2013 curriculum and the Ethno-STEM review. Therefore, the Engklek game can be more meaningful, fun, interactive, and contextual physics learning media. This research implies that the results of exploration and analysis of its potential application to Ethno-STEM-based science learning can be tested for future research or applied directly to physics learning. It is hoped that this learning can increase students' learning motivation while preserving the local wisdom game of Engklek

Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).

Earthquake research has expanded over the past few decades. Also, over the past 30 years, earthquakes have become a major study because earthquakes occur every year in each region. The aims of this research is to analyze the top 100 cited articles in the earthquake field from 1991 to 2021. Research give an idea of citation, author, year, journal and country characteristics of these articles using literature review, bibliometric analysis and VOSViewer which the data from Scopus database. The research found that articles is most document type of top 100 cited papers which 2005 was the most published year for the article. The average number of citations per article was calculated as 727 citations per paper. The journal Nature is the primary source of the Nature Publishing Group, which governs the publication of the most influential earthquake studies. Kanamori is recognized as the most productive author who received the highest number of quotes and the most incredible link strength. The United States dominates the production of highly cited articles. The research areas in these papers are mainly emphasized on earthquake, states, geological, sciences, earth, and japan. Further research related to earthquakes can also be directed to the relevance of the tsunami. The results of the Scopus database show 2,098 document results [January 17, 2022] with the title “earthquake tsunami.”

The quality of education can be improved by developing learning methods, curriculum development, and learning media development. One of them is learning media in the form of comics. This research aims to develop physics comics and analyze the validity of learning media of physics comics on the historical material of atomic development. The research was conducted using the R&D research model (Research and Development) with the 4-D model (Define-Design-Develop-Disseminate). Based on the stages, obtained learning media products that were declared eligible after validation by two high school physics teachers and an expert lecturer gained the average validity in the media component of 90.0%, the display of 89.2%, the material by 90.7%, and the language by 95.4%. In general, the student's responses to the use of physical comic learning media include comic physics can increase motivation in learning (88.6%), students prefer that physics learning uses comic media (88.9%), through comic media, students are introduced to atomic inventors (88.9%), and physics comics can help to understand the historical material of atomic development (83.3%). Based on the study results, learning media of physics comics on the historical material of atomic development deserves to be used in physics. The implication of this study can help other researchers as a reference related to the development of comic physics learning media.

This article is one of the results of the augmented reality (AR)-based pocketbook development on the planetary motion which focuses on student learning achievement. The study used the ADDIE model: "Analysis-Design-Development-Implementation-Evaluation". In the Spring Semester 2020, researchers took these steps in producing an AR-based pocketbook on planetary motion materials. The trial carried out on 30 students at a public high school in Surabaya, Indonesia. Evaluation parameters included the quality of AR-based pocketbook, students' learning achievement, and research outputs. The results showed that: (1) the process of developing an AR-based pocketbook on planetary motion fulfilled the product quality criteria: validity, practicality, and effectiveness; (2) students' learning achievement increase as seen from the results of the pretest-posttest scores with the average Gain score was 0.63 in the moderate category; (3) through the development of an AR-based pocketbook, it resulted in some articles in journals and pocketbook media based on Augmented reality. Planetary motion in physics learning is an abstract concept and requires high reasoning. Therefore, the recommendation of this study is the use of AR as a media for learning in other abstract physics concepts.

The research was conducted to develop kinemaster animation video media using the four D development model to improve students' scientific literacy on magnetism. The aim of this study was the Kinemaster animated video media that tried out to 27 six-grade students of SDN Bulusidokare Sidoarjo with Control Group Pretest-Posttest Design. Data collection techniques were validation, observation, tests, and questionnaire. The analysis of research result revealed that the feasibility included: 1) valid, the media and instructional tools that were developed by the researchers were feasible to be experimented; 2) practical, the feasibility of learning went very well with the percentage of 88% to 100%, best practice that was found were students’ enthusiasm increased, the media could be played many times and able to motivate students in doing experiments. The obstacles that happened during the learning process were students’ readiness, insubstantial facilities and infrastructure, and nonoptimal online learning supervision; 3) effective, the science-literacy-test result of experimental-class students passed with N-gain 0,5 to 1,0. Whereas on the control-class, some students faced failure with N-gain 0,17 to 0,57. Data from N-gain results (%) both classes got normal and homogenous distribution, thus independent sample t-test was conducted with significance result 0,00 < 0,05. It can be affirmed that there was effectivity difference in improving science literacy on experimental-class and control-class. Good responses that students gave reached 89% to 100%. The conclusion of this study is Kinemaster animated video media was feasible and effective to be used in improving science literacy on primary school students.

[The Development of Structured Inquiry Model Learning Set to Improve the Communication Skills and Creativity of Grade V Elementary School Students]. The latest science learning must contain student-centered activities so they are able to practice communication skills and creativity. This study aims to produce valid, practical, and effective structured inquiry learning sets to improve students communication skills and creativity. This research is an R&D model development research with one group pretest-posttest design and one shot case study design and tested on 20 students of class V SDN Geluran 1. Data obtained through validation, observation, questionnaires, and creativity tests. Validation was carried out by three experts and the reliability was analyzed using Alpha Cronbach. Observations were carried out by two observers. Questionnaries filled out by each student. The results of the creativity test were analyzed using the mean and N-Gain. The results showed that the learning set was very valid with a mean score is 91,97. The observation score shows an increase in each aspect in each meeting. Students responses ranged from 92% to 100%. The average pretest result is 57 with 6 completed. The average posttest result is 85 with 20 completed. The N-Gain score shows 6 students in the high category and 14 students in the medium category. It can be concluded that the students communication skills and creativity can be improved by using structured inquiry learning model.

Learning strategies must be well defined and built to train students' scientific literacy. Scientific literacy is very important for a person because the progress of a nation is determined by the quality of human resources who are literate in science and technology. One of the lessons that can be applied in training literacy is inquiry learning. However, the technique of inquiry learning in training students' scientific literacy still needs to be studied. This article aims to conduct an in-depth study of inquiry learning to train elementary school students' scientific literacy. The conclusion is that the scientific literacy of elementary school students must be trained. Learning that can be used to train scientific literacy is through inquiry learning. In inquiry learning must pay attention to the characteristics, characteristics, principles, stages of implementation, and advantages and disadvantages. In training scientific literacy, you must pay attention to competencies, indicators, and learning steps.

Penelitian ini dilakukan untuk menganalisis respon siswa sekolah menengah atas terhadap pembelajaran luar kelas berbasis Sains bus untuk meningkatkan keterampilan literasi siswa. Metode pada penelitian menggunakan deskriptif kuantitatif, dilaksanakan pada bulan Maret–April 2021 pada saat pandemi covid-19. Adapun Populasinya merupakan siswa Sekolah Menengah Atas (SMA) negeri dan swasta di seluruh Surabaya yang terdistribusi dari kelas X, XI, XII. Cluster random sampling digunakan sebagai Teknik pengambilan sampel pada penelitian ini. Adapun sampelnya adalah 100 siswa dari kelas X, XI, XII SMAN 4 Surabaya, SMAN 7 Surabaya, SMAN 9 Surabaya, SMAN 15 Surabaya, SMAN 17 Surabaya, SMA Wachid Hasyim 5, dan SMAK Karitas III. Berdasarkan hasil penelitian yang penulis lakukan melalui data tes dan angket, didapatkan kesimpulan bahwa keterampilan literasi sains SMA di Surabaya khususnnya pada materi Gerak Lurus Beraturan (GLB) dan Gerak Lurus Berubah Beraturan (GLBB) berada pada kategori rendah. Salah satu solusi yang dapat penulis tawarkan mengenai hal tersebut adalah menerapkan pembelajaran luar kelas dengan memanfaatkan kearifan lokal kota Surabaya yakni bus Surabaya. Hal tersebut juga didukung dengan hasil angket, dimana sebesar 92% siswa membutuhkan kegiatan baru dalam pembelajaran, sebesar 85% tertarik jika pembelajaran pada materi GLB dan GLBB di lakukan di dalam bus Surabaya, dan sebesar 86% setuju bahwa pembelajaran di dalam bus dapat meningkatkan keterampilan literasi siswa khususnya pada materi GLB dan GLBB.

Early literacy skills are essential for children's academic development. This research used a comprehensive approach that included observations, assessments, and interviews with children and educators from various kindergartens, which involved 1040 children and 99 teachers from 71 early childhood institutions. The comparison of difficulties in pronouncing letters was measured through observation and assessment of children's ability to recognize the shape and pronounce of letters using augmented reality digital flashcards with a companion application called KIDOPA. The results show that children have difficulty saying the letters b, d, m, w, p, q, n, u, x, and z while reading letters. These difficulties are linear with the teacher's understanding of the importance of teaching literacy to children.

Critical thinking skills, namely intelligence, is needed by students in the 21st century period. Interpretation, analysis, evaluation, conclusions, and explanations are some of the cognitive indicators of critical thinking. One way to practice impressive critical thinking skills is to use comics as media. Comics are one of the benefits of improving the learning process because they have several aspects that can attract students' learning interest to understand the material to be conveyed through visualizing images and stories in comics. The research was intended to explain comic media's effectiveness to train students' critical thinking skills in learning physics. The research used a literature search in journals that can be accounted for in comic media and critical thinking skills. Data analysis techniques in library research applied descriptive qualitative research. Physics comics that are digital-based can attract students' interest because they can be used anytime and anywhere to strengthen students' critical thinking skills. The learning outcomes of students can be more effective and contextual. The literature search results obtained indicate that comic media is useful in training students' critical thinking skills.

In this industrial revolution 4.0 era, professional science, technology, engineering, and mathematics (STEM) bachelor must have various skills. One of which is problem-solving skills. The development of problem-solving skills (PSS) is very important in higher education. Students must have PSS that must be improved to become excellent graduates, including physics bachelor candidates. Many physics bachelor candidates lack problem-solving skills. This problem is the basis for developing innovative learning models based online that, by design, can improve the problem-solving skills of physics bachelor candidates in the COVID-19 pandemic. This research aims to analyze the effectiveness ORNE learning model in improving the problem-solving skills of physics bachelor candidates as an alternative to online learning in the COVID-19 pandemic. The research design used a true-experiment with a non-equivalent control group design with 58 physics bachelor candidates. Data collected using the problem-solving skills test and then analyzed using the Paired Sample Test, Effect Size, N-gain, and Independent Sample Test. The results showed that the ORNE learning model proved effective in improving physics bachelor candidates' problem-solving skills. This research implies that the ORNE learning model can improve physics bachelor candidates' problem-solving skills as an alternative to online learning in the COVID-19 pandemic.

This qualitative research was motivated by our experiences while being an international student in Taiwan. We met with four Indonesian students who move to Taiwan because of their parents are postgraduate students. They were four elementary students who were studying in a primary school in Hualien County as a research participant. They have been in Taiwan for around six months. Through an in-depth interview and documentation study, we captured their experiences during a Chinese class. Finally, we got three main themes that impress us: “I don’t want to be a loser! (First Impression)”; “I prefer she use body language than English (Learning Process and Teacher)”; and “If I don’t know him/her I will ask payment for me (Motivation in Chinese)”.

Fostering students' critical thinking skills is an urgent issue that requires immediate attention. One viable solution to address this is the implementation of project-oriented problem-based learning (POPBL) through the SR-STEM project. This research aims to describe the implementation, effectiveness, and student perception of the POPBL model through the SR-STEM project in enhancing critical thinking skills in renewable energy materials. The study adopts a quasi-experimental design with a non-equivalent control group. The participants are 74 senior high school students in the academic year 2022/2023. Data collection employs observation sheets, written tests, and questionnaires. The data are analyzed descriptively and inferentially and using confirmatory factor analysis. The key findings of the study are as follows: (1) the model demonstrates a high level of feasibility; (2) the learning model effectively improves students' critical thinking skills; and (3) the learning model exhibits a positive correlation with student achievement, perceived control, and affective perception. This research suggests introducing innovative learning approaches to enhance students' critical thinking skills, particularly in renewable energy materials, to promote Education for Sustainable Development. Moreover, it highlights the significance of considering factors that influence the effective implementation of lessons.

This short paper introduces ‘Studies in Learning and Teaching’ (SiLeT) as a new journal. As an international peer-reviewed journal, SiLeT aware of the quality of the content. The rational, the purpose, and the scope are illustrated as the opening speech of the journal. Since the number of learning and teaching journals is still lacking in accommodating the ideas of researchers and scholars in the world especially in the domain of education, therefore, the existence of SiLeT will fill the void of scientific discussion, especially in terms of “learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments, measurement and evaluation, educational statistics, books review of education and other learning-teaching issues”.

Penelitian ini dilatarbelakangi oleh sejumlah perangkat pembelajaran yang belum dimanfaatkan secara optimal oleh mahasiswa. Melalui perkuliahan Teaching Learning Process 3 (TLP 3) yang berisi pengkajian tentang model-model pembelajaran selama ini disajikan secara teoritis melalui tatap muka, pemodelan, workshop, dan praktek pembelajaran dalam forum, perangkat tersebut dioptimalkan. Standar kompetensi mata kuliah tersebut adalah mahasiswa terampil merancang dan mengelola proses pembelajaran menggunakan model pembelajaran diskusi kelas (class discussion), penemuan terbimbing (guided discovery), dan pembelajaran berdasarkan masalah (problem based learning). Kompetensi ini akan lebih mudah tercapai bilamana mahasiswa sebelumnya dibekali dengan kemampuan menilai sebuah perangkat pembelajaran terkait kesesuaiannya dengan model pembelajaran yang diterapkan. Pada penelitian ini, perangkat pembelajaran berdasarkan masalah (PBI) karya mahasiswa terdahulu dinilai oleh mahasiswa dan dosen dengan menggunakan instrumen yang sama (IPKG1) menghasilkan penilaian X1 dan X2. Setelah itu mahasiswa merancang perangkat pembelajaran model PBI dan dinilai oleh dosen menggunakan IPKG1 dan menghasilkan penilaian Y1. Perangkat pembelajaran PBI yang telah dihasilkan kemudian disimulasikan oleh mahasiswa dan dinilai oleh dosen dengan menggunakan IPKG2 menghasilkan penilaian Y2. Analisis data menggunakan analisis korelasi dan analisis jalur (path analysis). Hasil penelitian menghasilkan beberapa temuan: 1) Tingkat kesesuaian penilaian perangkat PBI oleh mahasiswa dan dosen cukup tinggi dengan korelasi yang tinggi, 2) Keterampilan mahasiswa dalam mengembangkan perangkat pembelajaran model pembelajaran berdasarkan masalah untuk skala 0-100 berada pada kisaran 77,94-97,06 dengan rata-rata 87,04 yang berarti baik. Penilaian contoh perangkat oleh mahasiswa dan dosen tidak berkorelasi dan tidak memberikan dampak atas keterampilan mahasiswa dalam mengembangkan perangkat pembelajaran model PBL, 3) Keterampilan mahasiswa dalam melaksanakan model PBL untuk skala 0-100 berada pada kisaran 78-90 dengan rata-rata 82,69 yang berarti baik. Hubungan antara keterampilan pengembangan perangkat yang telah dilakukan mahasiswa dan keterampilan melaksanakan pembelajaran menunjukkan korelasi yang signifikan.

Paradigma pembelajaran saat ini adalah Student Center Learning (SCL), yang dapat dicapai apabila pembelajaran khususnya pembelajaran fisika di SMA dirancang sedemikian rupa hingga dapat membelajarkan siswa. Salah satu desain pembelajaran (learning design) yang dapat digunakan untuk membelajarkan siswa adalah pembelajaran melalui pertanyaan–Learning by Questioning- (LBQ). LBQ berpotensi lebih memberdayakan keterampilan berpikir dan dapat mengkonstruk pengetahuan. Untuk itu sangat perlu dihasilkan contoh perangkat pembelajaran melalui bertanya (LBQ) dan selanjutnya diuji secara empiris. Artikel ini akan mendeskripsikan hasil-hasil pengujian empiris tersebut, sehingga rumusan masalah yang dikemukakan adalah bagaimanakah hasil implementasi perangkat pembelajaran melalui bertanya (LBQ) di kelas? Setelah dihasilkan contoh perangkat pembelajaran melalui pertanyaan (Learning by Questioning) yang terdiri dari dua topik fisika SMA: fluida statis yang sesuai dengan Kurikulum Tingkat satuan Pendidikan (KTSP), dan Hukum-hukum Newton sesuai dengan Kurikulum 2013. Perangkat pembelajaran tersebut terdiri atas silabus, RPP, LKS dan panduannya, buku siswa, Lembar penilaian LBQ dan kuncinya. Selanjutnya terkait hasil uji empiris atau hasil implementasi perangkat pembelajaran di kelas, diperoleh temuan-temuan: (a) Penerapan pembelajaran bertanya (LBQ) dapat meningkatkan keterampilan berpikir siswa dengan perolehan gain peningkatan untuk 10 atribut keterampilan berpikir berada pada rentang 0,27 sampai 0,73 dengan rata-rata 0,48 (sedang), (b) Ditemukan delapan atribut keterampilan berpikir (80%) dari sepuluh yang diteliti yang konsisten dan dapat ditingkatkan dengan pembelajaran melalui pertanyaan (LBQ). Kedelapan atribut tersebut adalah menganalisis dan mensintesis (analizing and synthesizing), meningkatkan kualitas pertanyaan (raises questions), menggali informasi (information searching), menggunakan konsep (utilizes concept), membuat inferensi (makes inferences), membangun implikasi (generates implications), mengambil keputusan (making decision), dan memecahkan masalah secara kreatif (creative problem solving), (c) Guru model dan siswa merespons positif pembelajaran dengan LBQ. Guru model menilai 95 persen penerapan pembelajaran LBQ sesuai untuk diterapkan, sementara siswa memberikan jawaban positif sebesar 76,7%.

A history of physics lecture become important for the student because its knowledge will be a complement as knowledge framework from all that have and will be obtained by students. This is an optional lecture for the student of physics education by 2 credit which is programmed at even semester. Though an optional lecture, this is still very enthused by students. Pursuant to this situation hence done a research and development (R and D) to this lecture. Research done by student of Reguler Physics Education 2006. The aim of this research is to develop learning materials include Lesson Plan (GBRP and SAP), dictate, Student Worksheet (LKM), Appraisal Sheet (LP), hands out, physician pictures and poster oriented to socratic model. Then those are tried to the student. The result shows the ability of lecturer in managing study of Socrates categorize goodness. Result of management at introduction and activity of class condition shows that the category is very good, while for core activities, closure, and time management shows good enough category, from perception mean score 3.0 every study steps. Student activity cover: listening actively, reading, doing and writing answer in LKM, discussing with lecturer, discussing between student in group, making resume, and irrelevant behavior successively are 14.50%, 13.50%, 16.50%, 27.75%, 20.75%, 7.00% and 0.00%. The biggest percentage activity is to discuss with lecturer, while smallest activity percentage is to make resume and irrelevant behavior. Enthusiasm learn student at negative and positive statement criterion, mean score to every condition of attention, relevansion, confidence, and satisfaction (ARCS) successively is 4.00, 4.05, 4.15, and 3.45 with good category with mean score for all condition are 3.91 so that student enthusiasm criterion in good category. The learning product of pretest at learning show all product indicator is not complete with complete mean 27.68%. Then after given by post test its result show complete mean equal to 81.67% and all item test is completed. Key words: Development materials learning, Socratic Model, R & D, History of Physics

Model pembelajaran diskusi menitikberatkan pada keaktifan siswa. Dalam model pembelajaran diskusi, diperlukan kemampuan siswa dalam menyampaikan pendapat dan menghargai pendapat orang lain. Dengan demikian, secara teori, dalam pelaksanaan pembelajaran dengan model diskusi memerlukan kecerdasan interpersonal yang tinggi. Adapun tujuan dari penelitian ini adalah untuk mengetahui perbedaan hasil belajar model diskusi dengan pembelajaran biasa; kecerdasan interpersonal siswa tinggi dan rendah; serta interaksi antara keduanya. Penelitian ini menggunakan control group post-test,yakni menggunakan satu kelas eksperimen dan kelas kontrol kemudian diuji hasil belajar siswa dengan soal formatif. Berdasarkan hasil penelitian, diperoleh bahwa terdapat perbedaan hasil belajar antara siswa yang diberi pembelajaran fisika model diskusi dengan pembelajaran biasa; tidak terdapat perbedaan hasil belajar antara siswa dengan kecerdasan intrapersonal tinggi dan rendah; dan terdapat interaksi antara model pembelajaran diskusi dengan kecerdasan interpersonal siswa terhadap hasil belajar. Kata Kunci: Model diskusi, kecerdasan interpersonal, dan hasil belajar.

ABSTRAK Paradigma pembelajaran saat ini adalah Student Center Learning (SCL), yang dapat dicapai apabila pembelajaran khususnya pembelajaran fisika di SMA dirancang sedemikian rupa hingga dapat membelajarkan siswa. Salah satu desain pembelajaran (learning design) yang dapat digunakan untuk membelajarkan siswa adalah pembelajaran melalui pertanyaan –Learning by Questioning- (LBQ). LBQ berpotensi lebih memberdayakan keterampilan berpikir dan dapat mengkonstruk pengetahuan. Untuk itu sangat perlu dihasilkan contoh perangkat pembelajaran melalui bertanya (LBQ) dan selanjutnya diuji secara empiris. Artikel ini akan mendeskripsikan hasil-hasil pengujian empiris tersebut, sehingga rumusan masalah yang dikemukakan adalah bagaimanakah hasil implementasi perangkat pembelajaran melalui bertanya (LBQ) di kelas? Setelah dihasilkan contoh perangkat pembelajaran melalui pertanyaan (Learning by Questioning) yang terdiri dari dua topik fisika SMA: fluida statis yang sesuai dengan Kurikulum Tingkat satuan Pendidikan (KTSP), dan Hukum-hukum Newton sesuai dengan Kurikulum 2013. Perangkat pembelajaran tersebut terdiri atas silabus, RPP, LKS dan panduannya, buku siswa, Lembar penilaian LBQ dan kuncinya. Selanjutnya terkait hasil uji empiris atau hasil implementasi perangkat pembelajaran di kelas, diperoleh temuan-temuan: (a) Penerapan pembelajaran bertanya (LBQ) dapat meningkatkan keterampilan berpikir siswa dengan perolehan gain peningkatan untuk 10 atribut keterampilan berpikir berada pada rentang 0,27 sampai 0,73 dengan rata-rata 0,48 (sedang), (b) Ditemukan delapan atribut keterampilan berpikir (80%) dari sepuluh yang diteliti yang konsisten dan dapat ditingkatkan dengan pembelajaran melalui pertanyaan (LBQ). Kedelapan atribut tersebut adalah menganalisis dan mensintesis (analizing and synthesizing), meningkatkan kualitas pertanyaan (raises questions), menggali informasi (information searching), menggunakan konsep (utilizes concept), membuat inferensi (makes inferences), membangun implikasi (generates implications), mengambil keputusan (making decision), dan memecahkan masalah secara kreatif (creative problem solving), (c) Guru model dan siswa merespons positif pembelajaran dengan LBQ. Guru model menilai 95 persen penerapan pembelajaran LBQ sesuai untuk diterapkan, sementara siswa memberikan jawaban positif sebesar 76,7%. Kata Kunci: pembelajaran bertanya, LBQ, fisika, SMA, keterampilan berpikir

This research aimed to explore the correlation between Indonesian University students' conception of learning physics and their physics' self-efficacy. A total of 279 students who were majoring in physics education participated in this research and were invited to complete two instruments: the conception of learning physics (CLP) and the physics learning' self efficacy (PLSE). Both of the questionnaires, which were modified from [Lin, Liang, & Tsai (2015a) and Lin, Liang, & Tsai (2015b)]' instruments, had been translated into Indonesian language and validated through an exploratory factor analysis of participants' responses. The differences between student levels were explored for their significance using an ANOVA test in order to portray a clear line among different conceptions of learning physics and physics learning self-efficacy. The results indicated that, first, the instruments used in the research had satisfactory validity and reliability. Second, students in sophomore level were significantly lower on the conceptions of testing than those in other levels. Meanwhile, the conceptions of calculating-practicing and understanding were not significantly different. Third, university students in senior level performed more confident in four dimensions: science content, higher-order thinking, everyday application, and science communication than others. The research also depicted a moderate correlation among dimensions of CLP and PLSE.