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Technology has an essential role in the educational field. Technology-based mobile has the potential to improve education through Augmented Reality (AR). This study investigates the effect of mobile augmented reality on physics learning achievement and students' opinions on using this technology. The study used a convergent parallel pattern from mixed-method models in which quantitative and qualitative data are collected simultaneously and analyzed independently. The study participants are 64 (7th-grade students) who are learning solar system concepts at one of the junior high schools in West Java Province, Indonesia. This study collects pre- and post-test data as quantitative data to analyze students' learning achievement using the normalized gain score. The result showed that the students using mobile augmented reality have higher criteria for learning achievement than those using textbooks. The qualitative data was collected from interviewed students after using mobile augmented reality and analyzing using descriptive analysis. The results of the student opinion state that augmented reality is a new learning environment that effectively helps them understand physics concepts, enhances students' learning achievement and helps concretize abstract concepts through visual 3D simulations. Moreover, according to the study, students find it easier to understand physics concepts after using mobile augmented reality.

Science, Technology/Engineering and Math (STEM) and 21st-century learning are very important to be applied to all students starting from their early age, including at the elementary school level. This study aimed to describe students' attitudes towards STEM and 21st-century skills according to gender and education level. This research was descriptive quantitative by explaining and comparing the results of the questionnaires given to students. Student attitudes were described based on domain of STEM, 21st-century skills, gender, and student grade level. The respondent of this study was 130 elementary students who were obtained randomly from one of the elementary schools in Yogyakarta, Indonesia. The results showed that based on the science domain, the mean score of the students was 3.23 (moderate) while mathematics domain obtained was 3.21 (moderate); technology/engineering domain obtained was 3.68 (moderate) and 21st-century skill domain obtained was 3.65 (moderate). According to gender, there was a significant difference between the attitudes of male and female students towards STEM and 21stcentury skills. However, there was no significant difference based on the grade of students. Based on these findings, it is suggested that teachers or policymakers should have comprehended the student attitudes before implemented the STEM-based learning and 21st-century skills. These findings can be used to create STEM and 21st-century learning.

Indonesian students' creative thinking skill is still at a low level. This study aimed to examine the effectiveness of project collaborative model assisted by Google Classroom (PjCM-GC) in improving students' creative thinking skills. This research explored the differences between students who learned through the demonstration model (DM), project collaborative model (PjCM), and project collaborative model assisted by Google Classroom (PjCM-GC). It was a quasi-experimental with pre and post-test design. The population of this research was students at Senior High School, Lombok Timur-Indonesia. Random sampling technique was employed in this study. The sample was 86 science students grade XI (15-16 ages) who studied in SMAN 1 Aikmel. The data analyzed by paired-sample t-test, comparative-descriptive analysis, and ANOVA mixed design using SPSS 24. The study showed that The PjCM-GC group had a significant difference in the level of creative thinking skills (sig 0.0000). The PjCM-GC was the most effective model to improve the skills with a gain score of 0.47 (medium). Learning with the PjCM-GC model can be an alternative for policymakers and teachers to solve the problems of creative thinking.

Students in Indonesia still have the low level of scientific argumentation skills. This study purposed to examine the impact of Problem-based Learning (PBL) with Argument Mapping and Online Laboratory in improving the scientific argumentation skill. It describes the significance of the differences between participants who learn through PBL, PBL with Online Laboratory (PBL-OL), Problem-based Learning with Argument Mapping and Online Laboratory (PBL-AMOL) model. The population of this study were students from Madrasah Aliyah Negeri (MAN) Yogyakarta, Indonesia with a random sampling technique. This was quasi-experiment with pre and post test designs. In this study, there were 97 students at MAN 1 as respondent. Paired sample t-test, independent sample t-test and ANOVA mixed design was used to analysis data. The PBL-AMOL group has a significant difference based on pre-test and post-test (sig. 0000). The PBL-AMOL was most effective to improve the skill with gain score 0.43 (medium). Learning with the PBLAMOL model can be an alternative to solve the problems of creative thinking skill.

This study focuses on developing the new level of scientific argumentation skills and new items that are feasible and valid for used. There are 195 science students at Islamic State School 1 (MAN 1) Yogyakarta as participant in this study. Random sampling technique was used from the three schools of Islamis State School (MAN) in Yogyakarta, Indonesia. Seven experts (3 professors, 2 teachers, and 2 graduate students) reviewed 14 items for the first phase of this study. For the second phase, 98 students answered 14 questions which each questions containing five points (claim, data, backing, warrant and rebuttal). For the third phase, after choosing the best five 5 questions, we asked the others (97 students) to answer those questions. The modification of the level of scientific argumentation skills indicates the ability of students is still low. At level 1 (claims) there were only 38.9% students, level 2 (data) were 21.6% students, level 3 (warrants) 16.6% students, level 4 (backing) 16.2% while level 5 (rebuttal) is the most difficult, for students' users only by 4.2%. Based on the findings, the test can measure and show with a separate level of students' scientific argumentation skill in this school.

This study was conducted in order to analyze the relation between analytical thinking skill and scientific argumentation in physics learning. The study was conducted with the interactive CK 12 simulation about optics. The sample of the study consists of 28 randomly selected students in Yogyakarta, Indonesia. The data was collected using pre and post-test after learning in the class. Data was analyzed with descriptive statistic instruments along with t-test, MANOVA test and Correlation Analysis. Research findings show that analytical thinking skill and scientific argumentation of the students are rather low. Problem based learning with web based simulation can enhance student's scientific argumentation and analytical thinking skill. Also, the correlation analysis conducted to determine the relationship between analyses analytical thinking skill and scientific argumentation. The results indicate that there is a statistical significant relationship between the analytical thinking skill and scientific argumentation.

This study aims to evaluate the Blende Learning Model in the Physics Education Masters Study Program, Yogyakarta State University (YSU). The research method in this research is evaluation research with steps (1) defining the program; (2) forming an accurate team; (3) limiting resources and sub-systems; (4) making an evaluation list; and (5) carrying out the evaluation. Participants in this study were students who took the Physics Learning Innovation Practicum course and teachers at partner schools. The form of the evaluation carried out was to analyze the (1) role of the course on physics learning innovations in schools; (2) The role of the course on students’ scientific publication abilities. The instruments used were documentation and questionnaires closed ended for students. The research team observed the implementation of lectures in partner schools. Then proceed with interviews with teachers and 46 students from Master of Science Education study program who take this course. Data analyses using descriptive quantitative method. The research results show that students have good scientific publication skills after taking the Learning Innovation course. The average value of aspects of basic understanding of scientific publications and strategies for writing articles is 3.47 (high), aspects of the strategy for downloading articles (3.45), and aspects of utilizing the reference manager application are 3.30 (high). Thus, it can be concluded that the learning innovation course gave positive results to students’ scientific publication abilities. [ABSTRACT FROM AUTHOR]

Along with quantum dots (QD), carbon dots (CDs) have attracted a lot of attention due to its strong optical properties and simple synthesis procedure. For decades, Aloe vera has been used for medical and cosmetic applications. Another application of Aloe vera is reported here; we have synthesized CDs from Aloe vera gel through a simple heating process. With variation of heating duration, we achieved CDs with various photoluminescence (PL) properties. The variation of heating duration has changed the functional group on the CDs surface and induces tuneable PL properties. In this paper, we present three types of CDs, i.e., blue, green, and yellow CDs with PL peak at wavelength of at 438, 503, and 614 nm, respectively. [ABSTRACT FROM AUTHOR]