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Teachers as educators today are expected to be lifelong learners throughout their working lives. Working and living in a world described as Volatile, Uncertain, Complex, and Ambiguous, (VUCA) is something none of us can avoid and therefore we need to learn to turn its threats into opportunities. Teachers who are creative, tough, innovative and problem solvers who can demonstrate professional abilities and skills in dealing with rapid changes, making high-risk choices and quick reactions. In addition to studying certain subjects and field-based competencies, teachers need to develop high social skills. The ability to assist students in dealing with these conditions is very important as a professional act in their workplace. Professional educators must contribute to an unstable and turbulent world. Therefore, teachers should be directed at increasing their own competence through training activities. This can be achieved by increasing learning competencies through integrated training. Such training is usually cross-border and embedded in structured authentic tasks. The purpose of this study is to develop a set of training designs using a web-mobile learning-based hybrid learning strategy to strengthen the pedagogic, professional and social competencies of teachers to lead teachers to become lifelong learners. The research approach is development research. The development of new designed learning designs at the design and development stages. In this hybrid learning design, it combines distance learning with face-to-face learning equipped with an evaluation for each competency that must be achieved by the teacher. The conclusion of this study is that to develop for Pedagogic, Professional and Social Competencies of Physics Teachers requires training with hybrid learning design that combines face-to-face and online meetings with strengthening pedagogic and content knowledge with web-mobile learning based hybrid learning design. [ABSTRACT FROM AUTHOR]

This study aims to interpret the inventory of critical thinking skills of high school students in online learning during the Covid-19 pandemic on momentum and impulse materials in Subang Regency. This research is quantitative descriptive. The sample in this study amounted to 91 high school students who selected using purposive sampling technique. The data analysis technique used is descriptive statistics. The instrument used consisted of 10 multiple choice questions which were developed based on indicators of critical thinking skills according to Ennis. The results showed that students' critical thinking skills in the elementary clarification aspect had a percentage of 47.99% in the medium category, the basic support aspect 32.42% in the low category, the inference aspect 39.93% in the low category, the advance clarification aspect had 23.08 % with low category and strategy and tactics aspect 43.96% with medium category. Overall, the percentage of critical thinking skills of high school students in Subang Regency when learning online is 37.48%. Statistical results show that the Asymp.Sig value is 0.893>0.05, which means that there is no significant difference between the critical thinking skills of male students and female students. The conclusion, the critical thinking skills of high school students towards momentum and impulse material in online learning during the Covid-19 pandemic in Subang Regency are still in the low category. Therefore, it is necessary to make efforts especially during the Covid-19 pandemic to improve the critical thinking skills of high school students regarding momentum and impulse materials. [ABSTRACT FROM AUTHOR]

Education during the Covid-19 pandemic must continue with all the consequences and limitations. The Distance Learning Policy is the solution provided by the government in this condition, learning at one of the SMAIT Boarding in West Java carries out learning with a limitation on the number of students, so teachers are required to make learning with two methods, namely online and offline. This study compares the effectiveness of learning with Virtual laboratory in the form of simulations and interactive animations for online class and Real Laboratory for offline classes on vector material. The research method used is a mixed-method by comparing the effectiveness of student learning outcomes, questionnaire results, findings during the learning process, and interviews with student representatives from three classes with a total sample of 89 people. The analysis shows that there are differences in learning outcomes between online and offline classes. Then students in offline classes can communicate more with teachers, practice motor skills, and the range of student scores is not far away, while online classes can better understand by independent study, lack of communication with teachers, and the range of student scores is very far. [ABSTRACT FROM AUTHOR]

This study aimed to develop and determine the feasibility of an interactive multimedia-based android application (mB-Physics) on Newton's Law of Gravity. This study was included in research and development (R&D) study using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The research instruments employed included material expert validation sheets, validation questionnaires for media experts and teachers' perceptions, as well as students' conception sheets. The result of application assessment by material experts indicated that the suitability indicator percentage with the overall material description was 88% with the very appropriate category. Moreover, assessment of application by media experts obtained an average percentage of 96% included as very good category. The application assessment by 10 Physics teachers acquired an average percentage of 84% considered as good category and by 40 students' responses obtained an average percentage of 83% or high criteria (independent). Based on the results of the study, it can be stated that the mB-Physics application is suitable to be used to support learning Newton's Law of Gravity in grade X Natural Science major in senior high schools. [ABSTRACT FROM AUTHOR]

This study aims to analyze high school students creative thinking skills on Dynamic Fluid material during distance learning. The research method used is descriptive quantitative research. The subjects of this study were 37 student high school in class XI from two different schools. The research school was chosen based on the geographic location. Purposive sampling is used in this research, using the criteria that the sample has learned about dynamic fluid material. The instrument used in this study was a description of the creative thinking skills test as many as 2 sets of questions. Data analysis was carried out by referring to the rubric for assessing creative thinking skills from Alrubai which was then converted into a percentage to see how students creative thinking skills were. The results of data analysis showed that the average percentage of creative thinking skills of all students was 16.38% with the acquisition of each aspect of 23.42% for the fluency aspect, 23.37% for the flexibility aspect and 2.36% for the originality. While the average percentage of students creative thinking skills in each school was obtained 18.91% for high school close to the city center with the acquisition of each aspect it was obtained 24.68% for the fluency aspect, 24.68% for the flexibility aspect and 2.08% for the originality aspect. Whereas for high school far from the city center, it was obtained 10.42% with the acquisition of each aspect of 14.20% for the fluency aspect, 14.02% for the flexibility aspect and 3.03% for the originality. [ABSTRACT FROM AUTHOR]

Distance learning during covid 19 is in line with future learning in the era of the Industrial revolution 4.0 and Society 5.0. The purpose of this study is to evaluate students' higher order thinking on geometrical optics material as a result of the implementation of distance learning during the covid 19 pandemic. This study uses a cross sectional approach and quantitative descriptive data analysis by investigating the distribution of students' abilities for each aspect, which is then made a percentage based on the assessment criteria. Number of participants N=306 students from class XI for the academic year 2020/2021, using cluster random sampling based on geographic location. The physics question instruments used are multiple choice questions and descriptions, based on Bloom's revised taxonomy for cognitive levels of analyzing (C4), evaluating (C5) and creating (C6). The results showed that the overall high order thinking of students was in the sufficient category (27.02%). The implications of the results of this study are providing good facilities, emphasizing collaborative learning strategies, and providing application of questions in an effort to improve students' higher order thinking. [ABSTRACT FROM AUTHOR]

This study aims to evaluate representational competence on the concepts of momentum and impulse of high school students in distance learning during the Covid-19 pandemic. This research is also an attempt to find information on whether there are differences in representation competence in schools with different zoning. This study uses a quantitative descriptive method. Sampling using cluster sampling technique, the number of samples as many as 517 high school students. The instrument used was a multiple choice question with a total of 12 questions. The data were analyzed statistically to determine the percentage of representational competence and to determine the difference in representational competence of the two schools. The results of data analysis show that all students' representational competence is at a moderate level, which means that 44% of students have representational competence. Statistical results show that there are differences in the representation competence of high school students between the urban zone and the district zone, this can be seen from the score the Asymptotic Significance 0.000<0.05. This difference can occur because high school students in urban zones have easy facilities to practice representation competence, seen from the ease of high school students in accessing the internet network to solve problems contained in physics concepts, one of which is momentum and impulse. [ABSTRACT FROM AUTHOR]

Industrial Revolution 4.0, also known as industry 4.0, is currently becoming a technological trend in the smart manufacturing process in the world. It is indicated by the use of advanced technologies including Cyber-Physical System, the Internet of Things, cloud-based IT platforms, Autonomous Robots, Cyber Security, Artificial Intelligent, Augmented Reality, and Virtual Reality. Some of these technologies are not only used by the manufacturing industry but are also used in everyday human activities, for example, e-commerce platforms use the big data cloud-based IT platform to display real-time data stock, product prices and even the payment process becomes easier with e-money. Some of them use augmented reality technology as an application to assist customers in determining the choice of products to be purchased. Industry 4.0 also affected many kinds of fields of life, such as health, tourism, communication, and even education. So, the job market today not only requires workers who know but also requires workers whom literate technologies used in Industry 4.0. Therefore, universities as an institution for prospective workers must link and match with job market needed. So, universities must make efforts to equip their graduates to be a part of society that can survive in the new era. This article discusses how the condition of higher education in Indonesia, especially the basic chemistry course. This is an analytical study with the concept analysis design approach. Based on the resulting study of the lesson plan used in seven universities shows that there has been no attempt to introduce or use the technologies of Industry 4.0 in basic chemistry learning. [ABSTRACT FROM AUTHOR]

The results of field studies showed the ability of science literacy of students was still low. One root of the problem lies in the books used in learning is not oriented toward science literacy component. This study focused on the effectiveness of the use of text book-oriented provisioning capability science literacy by using multi modal representation. The text books development method used Design Representational Approach Learning to Write (DRALW). Textbook design which was applied to the topic of "Kinetic Theory of Gases" is implemented in XI grade students of high school learning. Effectiveness is determined by consideration of the effect and the normalized percentage gain value, while the hypothesis was tested using Independent T-test. The results showed that the textbooks which were developed using multi-mode representation science can improve the literacy skills of students. Based on the size of the effect size textbooks developed with representation multi modal was found effective in improving students' science literacy skills. The improvement was occurred in all the competence and knowledge of scientific literacy. The hypothesis testing showed that there was a significant difference on the ability of science literacy between class that uses textbooks with multi modal representation and the class that uses the regular textbook used in schools. [ABSTRACT FROM AUTHOR]

Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semistructured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the preservice physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effectiveness of teaching materials based on mobile learning on the respiratory system theme in improving the communication skills of junior high school students. Teaching materials developed using the ADDIE model. This study involved 42 students of 8th grade which were divided into two classes with an experimental class using teaching materials based on mobile learning developed and control class using biology book IGCSE which commonly used in schools. The instruments used are the assessment of the quality of teaching materials, comprehension test sheets, and communication skills test. based on the results of data analysis; 1) quality test and understanding test of teaching materials based on mobile learning are categorized as good and suitable to be used as independent teaching materials, 2) teaching materials based on mobile learning can improve students' communication skills with N-Gain 0.35 included in the category moderate, and 3) test of effect size of teaching materials based on mobile learning are effective in improving students' communication skills compared to biology book. [ABSTRACT FROM AUTHOR]

This study aims to determine the effectiveness of using the Physics teacher's guide e-book based on multimodal representation and Technological Pedagogical and Content Knowledge (TPACK) to improving teachers' ICT literacy. Given the important role of technology in the learning process, especially in the current Covid-19 pandemic era. The research method used was an experiment with a non-equivalent control group design. This study involved 61 in-service physics teachers and 40 pre-service teachers as participants who were taken by purposive sampling. The instruments used include ICT literacy test questions on the knowledge aspect, and a four-scale questionnaire. Physics teacher guide e-book used in this study is in the form of an e-Pub which can display simulation and animation videos that can be accessed by teachers in offline conditions. The analysis of ICT literacy data was carried out by IBM SPSS.20 software. The results showed that the Physics teacher guide e-book was effective in increasing teachers' ICT literacy. This product has a greater impact on the increase in literacy compared to the teacher's commonly used books. In addition, the results of the questionnaire data analysis showed that the teacher's response stated that they strongly agreed with the Physics teacher guide e-book that was developed to improve ICT literacy. [ABSTRACT FROM AUTHOR]