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The purpose of the present study is to investigate the physical properties of medium roasted Sidikalang robusta coffee beans that originated from various colors of coffee cherries. A semi-wet method has been applied for each coffee cherry with a range of fruit ripeness (green, yellow, orange, bright red and dark red). The physical properties measurements include mass loss, mass density, porosity, and water content. After roasted for medium level, the coffee density is difference for each coffee cherries colors namely 0.42 g/cm3 (green cherries), 0.31 g/cm3 (yellow cherries), 0.40 g/cm3 (orange cherries), 0.34 g/cm3 (bright red cherries), and 0.25 g/cm3 (dark red cherries). The mass declined after medium roasted is 16.82% (green cherries), 17.00% (yellow cherries), 18.70% (orange cherries), 18.32% (bright red cherries) and 16.76% (dark red cherries). The coffee beans porosity difference before and after medium roasted is decreases by 13.56% for green cherries and 16% for yellow cherries and increased by 12.22 (orange cherries), 3.44% (bright red cherries), and 6.88% (dark red cherries). Finally, the water content of coffee beans was 8.38% (green cherries), 9% (yellow and orange cherries), 7.91% (bright red cherries), and 10.83% (dark red cherries). The present study concludes that cherries colors have influenced the coffee bean’s physical properties before and after medium roasting.

In a process of learning, learning media play an important role in improving students’ understanding. In this study, a learning medium based on Internet of Thing (IoT) was developed. The IoT is one of core development in technology of Industrial Revolution 4.0 era. The learning media developed in this research study utilizing LoRa (Long Range Area) which functions as a remote data sender. The LoRa paired with Arduino connected to sensors and placed in several location within Banda Aceh. LoRa was integrated with Network Thing to store data and could be displayed on the PC. The researchers and students could observe the changes in air quality in relation to the changes in temperature, humidity, and air pressure from the data that have been stored in the Network Thing cloud. The students are motivated in the learning process to find out relationships between air quality and changes to the temperature, humidity, and air pressure. This is preliminary and ongoing research. The early data were collected from interviews with students after the learning process and collecting the results of the observation. Students’ interest increases with the integration of Science Technology Engineering and Mathematics (STEM) in the learning process. This was demonstrated by students during the learning process. From this learning process, students are also aware of the importance of reducing air pollution. Around 86% of students understand the concepts of subject learned and around 92% of students were motivated and enjoy during the learning.

This paper reports a qualitative inquiry to investigate the application of the Investigative Science Learning Environment (ISLE) approach as a framework for teaching and learning physics. The aims of this study are to investigate how ISLE processes are applied, what the perspectives of instructors and students on the ISLE approach are, how the ISLE approach could be possibly applied in the physics courses and other STEM courses in Indonesia. Participants in this inquiry consist of the inventor of ISLE, three ISLE instructors, and students in an ISLE lab session. We used qualitative case study method and narrative data analysis in the process of evaluating data from observations, interviews, and ISLE-based learning materials and publications. It was found that the ISLE approach was applied smoothly in the class and lab sessions. The ISLE instructors are those who believe in the philosophical and epistemological reasoning behind the framework and the importance to nurture students’ scientific abilities. Some students liked the ISLE approach, some didn’t. Those who liked ISLE found that they enjoyed the process of thinking and discussing in learning. It is very likely to apply the ISLE approach in Indonesia for physics courses, but it will be challenging for other subjects.

The Investigative Science Learning Environment (ISLE) is an approach that encourages students to be active, creative and innovative in learning Science including Physics. The ISLE based STEM method helps students in solving real-life problems and involving collaborative group activities. Many students assume that learning Physics is difficult but with the ISLE-based STEM approach, the students will learn Physics theories and concepts with ease and fun. This is in line with the Indonesian government program to enhance the students' literacy and capacity in Science, Technology, Engineering, and Mathematics (STEM) among high schools and undergraduate students in Indonesia, This study has utilised the ISLE based STEM module and approach for teaching Physics concepts to the high school students at four selected senior high schools in Banda Aceh, the capital city of Aceh province, Indonesia. The results of the study were encouraging and it would leverage and enrich the current state of knowledge related to the learning Physics and Science concepts.

The topic of static and dynamic electricity is an abstract concept and relatively difficult for students to understand, especially in a case when the students were only taught about the electricity as a concept of electrical current, by means of the flow of electron, using analogy, without accompanied by practical experiments. This study aims to develop a lesson in the topic of dynamic electricity in an interesting and easy to understand approach using appropriate learning media that accompanied the abstract concepts with the real practical experiments. We used the equipment of ELVIS II+ (Engineering Laboratory Virtual Instrumentation Suite) from National Instruments to achieve the aforementioned goal. Props were designed to support various basic and advance dynamic electricity experiments. Selected topics relate to basic competencies 4.2 mandated by the ministerial regulation No. 24 in 2006 issued by the ministry of education and culture of the Republic of Indonesia (Permendikbud No. 24, 2016) exemplified by the capacitor charging and discharging experiments. It is expected that the activities would become interesting for the students since they were conducting the engineering process during the experiments that provided a fun learning. The more interesting part of the experiments was the understanding of concepts of science obtained from applying mathematics to solve differential equation problems. The application of mathematics appeared naturally when students constructing and solving the differential equations in order to understand the science behind the electrical phenomena. The most fascinating part for the students occurred when they can successfully proofed the solutions to differential equations with experimental results. Integrating the whole STEM (Sciences, Technology, Engineering, and Mathematics) components in the learning approach is proofed to be the key to the slogan of “learning is fun”. The experiment syntax followed the Investigation Sciences Learning Environment (ISLE) model so that the learning processes will develop thinking ability as prospective researchers in students.

This study aims to investigate how educators of STEM-related subjects implemented K-13 in their classrooms. A forum group discussion (FGD) on the implementation of Indonesian curriculum known as Kurikulum 2013 (K-13) in STEM (Science, Technology, Engineering, and Mathematics) Education was held in March 2018 by STEM Research Center Unsyiah (STEM.id). Participants of the FGD consist of 60 educators of STEM-related subjects in Banda Aceh and Aceh Besar Districts. Since K-13 was implemented in July 2013, there is no survey study to evaluate its implementation in Aceh has been conducted. This study initiates to develop survey instruments to measure participants' understanding and opinions regarding the implementation of K-13 in STEM Education and their satisfaction of the FGD. Eight items in participants' satisfaction questionnaire are strongly valid with validity values range from 0.632 to 0.824. For the questionnaires on the implementation of K-13, nine items are valid with validity values range from 0.584 to 0.821. For internal consistency reliability, the Cronbach's alpha of the FGD satisfaction responses is 0.838; meanwhile the Cronbach's alpha of implementation of K-13 responses is 0.882. These results showed that the questionnaires have good internal consistency reliability and validity.