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

Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers' personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.

Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method is used as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.

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

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

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

Student learning in higher education is influenced by parental involvement, peer support, and lecturers' perceptions of agreeableness. This research aims to examine the correlation between parental involvement, peer support, and the perception of personality agreeableness of lecturers on self-regulated learning (SRL) students. This research is a correlational field research model with a quantitative approach. The respondents of this research were 250 students of Yogyakarta State Islamic University who were obtained using a purposive random sampling technique. Data collection uses a scale of SRL, parent involvement, peer support, and perception of the agreeableness personality of the lecturer. Regression analysis is used as a data analysis technique. The results showed that there was a positive and significant correlation between parental involvement with SRL, peer support with SRL, personality perception agreeableness lecturers with SRL, and parental involvement, peer support, and perceptual personality agreeableness of lecturers together with SRL with an effective contribution (R2) of 15.1%. It was concluded that the involvement of parents, peer support, and perception of personality agreeableness of lecturers related to SRL of students. Therefore, to see student SRL can be seen based on the involvement of parents, peer support, and students' perceptions of the personality agreeableness of their lecturers.

The Teacher Profession Education Program (hereafter abbreviated: TPEP) in Indonesia is a program designed to generate professional teachers. Every pre-service teacher must be equipped with adequate hard skills and soft skills before diving into a professional environment. This phenomenological research explored the lecturers' experiences in teaching soft skills to the students of TPEP. This research aims at getting a clear understanding of how soft skills teaching is implemented and what kinds of soft skills have been trained during TPEP. The data in this research were primarily collected through in-depth interviews conducted with 15 teaching lecturers from three universities that hold and organize the TPEP. Data analysis used analytic reduction which started from identifying important statements of the interview results, determining the core theme, and describing the essence of the entire experience. The results found that teaching soft skills with integrated/embedded models was used in the TPEP. Lecture, presentation, assignment, mentoring, and practice methods were used to train the TPEP students' soft skills. While the soft skills that have been trained during the implementation of the TPEP consist of ethics, self-reliance, responsibility, patience, critical thinking skills, communication skills, teamwork, tolerance, and social skills. The future research is expected to develop a criteria-based on integrated soft skills assessment model that can be used to assess the achievement of the acquisition of teachers' soft skills at the end of TPEP.

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

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

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

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

Introduction. Traditionally, the curriculum for deaf learners mainly involved language acquisition at the expense of other academic subjects. Currently, their subjects also include other disciplines, like science, to enrich students' knowledge related to human life. Objective. This study aims to describe the implementation of school science practices and identifies the challenges in improving science education in special schools for deaf and hard-of-hearing (DHH) students as a guide for improving inclusive education of these students. Methods. The sample included four principals and six classroom science teachers from five DHH schools, using purposive sampling in the five schools that provide education for DHH students in three regencies of Regional V Banyumas, Central Java, Indonesia. Data were gathered through interviews, field observations, and artifacts. Results. The teachers use various teaching strategies and rely on visual and handson activities for DHH students. The schools provide sign language interpreters and speech-development programs as support for teachers and DHH students. All teachers need professional development in teaching collaboration opportunities to develop their expertise in teaching DHH students. The policy implementation, instructional strategies, resources, and teacher qualifications were found to be extrinsic factors. Conclusion. The teachers need support from the government to include them in relevant training programs and prepare teachers with special or inclusive education knowledge by adding courses in university-level education for all prospective teachers. The results are insightful for DHH students, science educators, and policymakers.

Physics learning cannot be separated from the existence of physics measuring instruments, but their existence in schools are very limited. Therefore, creativity and innovation are needed to develop physics measuring instruments that are easily accessible by schools. This research aims to design and construct a liquid density measuring instrument by applying Hooke's law and hydrostatic pressure. The method used in this research is a quantitative descriptive method with the stages of designing, constructing, developing, and testing the measuring instrument. The design and construction of the measuring instrument in this study is carried out using tools and materials that are simple and easily obtained, such as a glass pipe, PVC pipe, rulers, springs, and wooden table. The liquids used to test the instrument are cooking oil, lubricant, and water. The measurement results of the liquid density using the measuring instrument are in accordance to the known value or the standard.

Measurement instruments of physics, especially those dedicated as teaching aids in physics classroom are improving. These measuring instruments are not only used for measurement purposes, but also to apply theoretical concept into the real world, thus making it easier for students to comprehend. Therefore, this study aims to design, construct, and test a distance-measuring instrument based on the law of light reflection, especially for teaching physics. The method used in this study is quantitative-descriptive method, with the stages of designing, constructing, developing, and testing the distance-measuring instrument. The measuring instrument is constructed from simple, inexpensive, and easily obtained tools and materials, and it is an improvement version of a similar instrument previously developed. The testing stage of this instrument shows that the distance measurement results using the instrument is in good agreement with the results using a ruler depending upon the fixed flat mirror angle of the instrument.

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

Important religious education is given to children with autism. Objective. This research aims to analyze teachers' experience in implementing Islamic religious learning strategies (IRLS) for children with autism. Methods. This research is qualitative research with a phenomenological approach. The participants were six Islamic religion teachers from two exceptional schools in Yogyakarta who were selected using a purposive sampling technique. In-depth interviews and observation methods were used in data collection techniques. The coding analysis method, with the stages of data organization, reading data, coding data, determining and connecting themes with descriptions, and interpreting data, was used for data analysis. Results. The research results found that IRLS for children with autism has three stages, namely planning, implementation, and evaluation. Planning is done to determine the preparation that must be done before the learning process. Learning implementation includes reading and writing as well as interpreting the material. The evaluation is carried out to determine the level of success of the learning process that has been carried out. The IRLS carried out by teachers include two-way communication, adequate experience, and innovation skills. Conclusion. The strategies are expected to be further enhanced to reduce constraints in learning.

Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse ebook based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students' responses were very positive. Mixed design ANOVA showed that the mean score of students' critical thinking skills increased significantly from the pretest to the posttest in each class and students' critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration. [ABSTRACT FROM AUTHOR]

This study was aimed to 1) create a fun materials and programming project during the Covid-19 pandemic, 2) simulate SC, BCC, and FCC crystallines stuctures' energy bands, and 3) investigate the obtained energy bands properties. Python was used as the software. The subjects were second year undergraduate students. They were asked to simulate the crsytals' energy band using the tight-binding formulas. We concluded that 1) materials and programming can be a fun project during the Covid-19 pandemic, 2) the simulations can be done using the Python software, and 3) the larger the lattice constant, the more profiles produced. [ABSTRACT FROM AUTHOR]