How to Manage an Effective Laboratory for Science Learning in Schools?

The role of school laboratories is vital in helping junior high school students learn science. Many schools have laboratory facilities but are underutilized. This study aims to optimize the role of school laboratories through action research. In three cycles, the writer carried out the SMP Negeri 2 Metro research and SMP Negeri 6 Metro. The first cycle carried out technical guidance to the laboratory manager. Still, the results were not as expected due to communication problems to understand the principal's importance of incomplete laboratory improvement. The second cycle is carried out by mentoring the laboratory management. This includes the making of the laboratory management, inventory, and labeling, and creating work programs. This cycle two treatment also has not shown the results as expected. The reflection results found that the root of the problem was that the teachers and the laboratory manager believed that practicum activities needed time. So, it had to be carried out outside of class hours to require additional time, effort, and cost. To overcome this problem, in the third cycle, a workshop on making a practicum guide and Standard Operating Procedure (SOP) of practicum was developed according to the lesson schedule, then a trial was conducted. Data collection uses documentary, interview, and Focus Group Discussion (FGD) methods to explore the root of the problem and the solution. Data processing uses a qualitative approach with steps: data collection, selection, and grouping, tabulation, description, interpretation, and conclusions. Based on the results of action research data analysis, it can be concluded: First, management improvement and inventory of laboratory tools and materials as well as making practical SOPs, which are effective in optimizing the role of science laboratories in supporting the learning process; Second, the use of SOP practicum according to the lesson schedule is quite efficient in saving time, effort, and costs. According to the results of this study, it is recommended that for the laboratory to be optimal in supporting learning, laboratory management must be orderly equipped with SOPs, and inventory of tools and materials must be good.

Profile of Guided Discovery Learning Implementation Assisted by Virtual Lab and Students’ Problem-Solving Skills on Gas Kinetic Theory

This research was conducted to obtain a guided discovery learning implementation profile with virtual lab assistance and problem-solving skills for high school students on gas kinetic theory. The type of research was descriptive preliminary research, without hypothesis testing. The research subjects consisted of 106 students in senior high school. This study used qualitative descriptive analysis from questionnaires and online tests. This study revealed that the level of students’ problem-solving skills was low. This case was proven by 102 students (27 male; 75 female) in the low category with a score range of 0 to 45, and four students in the moderate category with a score range of 46 to 75, while there were no students in the high category with a score range of 76 to 100. This research implies that there is a need for a guided discovery learning model with the help of a virtual lab to analyze the problem-solving skills of high school students, especially on gas kinetic theory.

Measuring the Classification of Digital Natives use Digital Natives Assessment Scale: The Implementation on Pre-Service Physics Teachers in Banten-Indonesia and Its Implications

Education in the digital era had shifted conventional learning methods to digital technology-based learning. Likewise with students have to be faced by pre-service physics teachers who have entered the generation of digital natives. However, is it true that the concept of digital natives exists? Moreover, whether pre-service physics teachers belong to that generation? Therefore, the objective of this study was to prove the construct validity of the Digital Natives Assessment Scale using data from pre-service physics teachers in Banten Province, Indonesia. And follow-up analysis is used to find the relationship between digital natives' status and pre-service physics teacher technology mastery. This study used a quantitative approach with the correlational method. The type of correlation research chosen was Confirmatory Factor Analysis (CFA). The instrument used was a Digital Natives Assessment Scale (DNAS) questionnaire consisting of 21 items and four factors, measured using a 7-point scale. The results showed that this study could not prove the 4-factor DNAS model for pre-service teacher participants in Banten Province based on the results of the CFA. And there was no relationship between the status of digital natives and the level of technology mastery of pre-service teachers based on Pearson correlation analysis. So it can be concluded that using a sample of student-teacher candidates in Indonesia, the 4-factor DNAS cannot be proven construct validity. However, this decision is not final but should be tested on a larger scale to show DNAS matches.

Design and Validity of Interactive Multimedia Based on Cognitive Conflict on Static Fluid Using Adobe Animate CC 2019

This study aims to produce valid cognitive conflict-based interactive multimedia. This study uses the Plomp development model, which reports the results of the preliminary study and the prototyping phase. In the preliminary phase, five journals were analyzed and data were collected through teacher questionnaires. In the prototyping phase, multimedia is designed and self-evaluation is carried out and data collection is carried out through expert review questionnaires. The results of the journal analysis show that students' misconceptions about static fluid material are quite high. The results of the questionnaire show that learning is still teacher-centered, and interactive multimedia teaching materials are not yet available that can improve understanding of 4C concepts and skills. Based on the results of the preliminary research, in the prototyping phase, interactive multimedia based on cognitive conflict was designed using the Adobe Animate cc 2019 application. Interactive multimedia was arranged according to 4 syntaxes of cognitive conflict-based learning models, namely activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, and reflection. . Each syntax is designed to improve students' conceptual understanding and 4C skills. The results of the interactive multimedia prototype self-evaluation obtained very good criteria. The results of the prototype validity test obtained a very valid category. Interactive multimedia has been valid in material substance, learning design, visual communication display, and software utilization.

Evaluation of the use of the Moodle Platform for Fundamental Physics Lectures at University

Almost all countries in the world use E-Learning as a teaching medium. Moodle is a Learning Management System (LMS), a free, open-source platform designed to assist educators in creating online courses with dynamic interaction opportunities. In this study, an evaluation of the use of Moodle was carried out, especially in fundamental physics courses (Newton's Law). Evaluation is given by distributing online questionnaires using Google Forms as a database to store answers, collect feedback, and as statistical software to provide analysis of the effect of using Moodle according to students' opinions or perspectives. The study results show that students experience problems in taking tests/quizzes using SEB due to the instability of the internet signal. One of the reasons is that students also have to join the exam zoom simultaneously. Meanwhile, the Newton's Law material provided is very contextual and rich in sample questions, including providing student feedback which is considered good.

The Response of Class X IPA SMAN 3 Muaro Jambi Students to the Application of the Jigsaw-Type Cooperative Learning Model in Physics Learning

Generally, the learning model used in physics learning is the lecture learning model. The use of a suitable learning model can undoubtedly attract the interest and attention of students. The novelty of this research is the implementation or application of the jigsaw cooperative learning model to determine the students 'responses to the Jigsaw cooperative learning model. This study aims to describe the students' responses to the application of the jigsaw cooperative learning model in physics subjects. The method used is the mixing method (mixture). Quantitative data is obtained by collecting data in the form of a questionnaire. Qualitative data were obtained using an interview instrument sheet. The results showed that 65% (13 of 20 students) responded quite well, and 35% (7 of 20 students) responded well to applying the jigsaw cooperative learning model in physics lessons.

Learning Designing for Establishment Physics Content and Teacher Pedagogic Aspects Through Lesson Study-based In-House Training

Mastering physics content is essential for physics teachers to carry out the learning process in the classroom. After mastering good physics content, teachers must also master the teaching competencies contained in pedagogical competencies. This study aims to demonstrate efforts to increase teachers' mastery of physics content and pedagogic competence. The pedagogic aspect refers to the teacher's ability to prepare practical instructions in a Cookbook Laboratory, Inquiry Laboratory, Problem-Solving Laboratory, and Higher Order Thinking Laboratory. The method used is in-house training based on lesson study. There are three stages of activities carried out, including Plan, Do, and See. Data were collected using observation sheets, interview guidelines, performance instruments, and tests. The study results show that the professional competence of teachers who are members of the Science Teacher Deliberation (MGMP) in one province in West Java has increased, especially concerning materials competencies practiced. In addition, the pedagogical competence of the teachers who are members of the Science MGMP has increased, especially concerning the mastery of organizing science practicums oriented to developing the 21st-century skills of students.

The Development of Electronic Practicum Modules at Electronic Course for Physics Education Program

This study aimed to design a practicum module in electronics courses. The researcher initially carried out the developed module to analyze the level of validity and students’ responses to the electronic practicum module that the researcher had created. The module developed was validated by two experts. The subjects of this research were students of the Physics Education Program at the Muhammadiyah University of Makassar in the odd semester in the academic year of 2019/2020. This research employed a Research and Development (R&D) design. The development was carried out using the 4D model with four stages: Define, Design, Develop and Disseminate proposed by Thiagarajan. The results showed that the expert assessment of the electronic practicum module that had been developed using the Gregory test closeness model obtained a strong relevance level because it had an internal consistency coefficient of 100% and was declared to meet the eligibility criteria (valid). The percentages of students’ responses in the three indicators (interested in using the module, easy to understand the module content and easy-to-understand module language) were 83%, 81 %, and 81%, respectively. Based on the description above, it can be concluded that the electronic practicum module developed is declared valid, and students respond well to the use of the electronics practicum module.