bluuebunny/crossref_metadata_2025 huggingface dataset:
Evaluation of the Prognostic Value of the sFlt-1/PlGF Ratio in Early-Onset Preeclampsia
Authors: Tasta Oriane , Parant Olivier , Hamdi Safouane M. , Allouche Mickael , Vayssiere Christophe , Guerby Paul
Published: May 2020

Objective Increased expression of soluble fms-like tyrosine kinase 1 (sFlt-1), associated with a decrease in placental growth factor (PlGF), plays a key role in the pathogenesis of preeclampsia (PE). We evaluated the prognostic value of the sFlt-1/PlGF ratio for the onset of adverse maternofetal outcomes (AMFO) in case of early-onset PE with attempted expectant management.

Study Design From October 2016 through November 2018, all singleton pregnancies complicated by early-onset PE (before 34 weeks of gestation) were included in a cohort study. The plasma levels of sFlt-1 and PlGF were blindly measured on admission. For the statistical analysis, we performed a bivariate analysis, a comparison of the receiving operating characteristic curves and a survival analysis estimated by the Kaplan–Meier method.

Results Among 109 early PE, AMFO occurred in 87 pregnancies (79.8%), mainly hemolysis, elevated liver enzymes, and low platelet count syndrome and severe fetal heart rate abnormalities requiring urgent delivery. The area under the curve (AUC) of sFlt-1/PlGF ratio was 0.82 (95% confidence interval [CI]: 0.73–0.88) for the risk of AMFO and the difference between the AUCs was significant for each separate standard parameter (p = 0.018 for initial diastolic blood pressure, p = 0.013 for alanine aminotransferase, p < 0.001 for uric acid). Pregnancies were best classified by a cutoff ratio of 293, with a sensitivity of 95% and a specificity of 50%. With a ratio value less than 293, no pregnancy was complicated or had been stopped during the first 5 days. A ratio more than 293 was associated with an increased risk of AMFO onset (hazard ratio [HR]: 3.61; 95% CI: 2.13–6.10; p < 0.001) and had a significant association with the length of time between the diagnosis of PE and delivery (HR: 2.49; 95% CI: 1.56–3.96; p < 0.001).

Conclusion The sFlt-1/PlGF ratio is an additional tool in the prediction of AMFO in proven early-onset PE, which is likely to improve care by anticipating severe complications.

Key Points
The Association between Shirodkar Cerclage and Preterm Premature Rupture of Membranes in Singleton Pregnancies
Authors: Muniz Rodriguez Alberto , Pastor Andrew , Fox Nathan S.
Published: May 2020

Objective The aim of this study was to estimate if preterm premature rupture of membranes in women with cerclage is due to the cerclage itself or rather the underlying risk factors for preterm birth in this population.

Study Design This was a retrospective cohort study of singleton pregnancies who underwent Shirodkar cerclage by a single maternal–fetal medicine practice between 2005 and 2019. The control group was an equal number of randomly selected women with a singleton gestation who had a prior preterm birth and were treated with 17-OH-progesterone but no cerclage. Patients with major uterine anomalies or fetal anomalies were excluded. The primary outcome was preterm premature rupture of membranes prior to 34 weeks. Chi-square and logistic regression were used.

Results A total of 350 women with cerclage (154 [44%] history-indicated, 137 [39%] ultrasound-indicated, and 59 [17%] exam-indicated) and 350 controls were included. Preterm premature rupture of membranes prior to 34 weeks did not differ between the groups (8.9% in cerclage vs. 6.0% in controls, p = 0.149, adjusted odds ratio 0.62, 95% confidence interval: 0.24–1.64) nor between the different cerclage indications (9.1% of history-indicated, 7.3% of ultrasound-indicated, and 11.9% of exam-indicated, p = 0.582). This study had 80% power with an α error of 0.05 to detect an increase in preterm premature rupture of membranes prior to 34 weeks from 6.0% in the control group to 12.0% in the cerclage group.

Conclusion Cerclage does not increase the risk of preterm premature rupture of membranes prior to 34 weeks compared with other women at increased risk of preterm birth. The observed association between cerclage and preterm premature rupture of membranes is likely due to underlying risk factors and not the cerclage itself. The risk of preterm premature rupture of membranes prior to 34 weeks in women with cerclage is 10% or less and does not appear to differ based on cerclage indication.

Key Points
Assessing Full Benefit of Rivaroxaban Prophylaxis in High-Risk Ambulatory Patients with Cancer: Thromboembolic Events in the Randomized CASSINI Trial
Authors: Khorana Alok A. , McNamara Mairéad G. , Kakkar Ajay K. , Streiff Michael B. , Riess Hanno , Vijapurkar Ujjwala , Kaul Simrati , Wildgoose Peter , Soff Gerald A. ,   on behalf of the CASSINI Investigators
Published: May 2020

Introduction In the CASSINI study, rivaroxaban thromboprophylaxis significantly reduced primary venous thromboembolism (VTE) endpoints during the intervention period, but several thromboembolic events designated as secondary efficacy endpoints were not included in the primary analysis. This study was aimed to evaluate the full impact of rivaroxaban thromboprophylaxis on all prespecified thromboembolic endpoints occurring on study.

Methods CASSINI was a double-blind, randomized, placebo-controlled study in adult ambulatory patients with cancer at risk for VTE (Khorana score ≥2). Patients were screened at baseline for deep-vein thrombosis (DVT) and randomized if none was found. The primary efficacy endpoint was a composite of lower extremity proximal DVT, symptomatic upper extremity, or lower extremity distal DVT, any pulmonary embolism, and VTE-related death. This analysis evaluated all prespecified thromboembolic endpoints occurring on study to determine the full benefit of rivaroxaban prophylaxis. All endpoints were independently adjudicated.

Results Total thromboembolic events occurred in fewer patients randomized to rivaroxaban during the full study period (29/420 [6.9%] and 49/421 [11.6%] patients in rivaroxaban and placebo groups, respectively [hazard ratio (HR) = 0.57; 95% confidence interval (CI): 0.36–0.90; p = 0.01]; number needed to treat [NNT] = 21). Similarly, fewer patients randomized to rivaroxaban experienced thromboembolism during the intervention period (13/420 [3.1%] patients) versus placebo (38/421 [9.0%] patients; HR = 0.33; 95% CI: 0.18–0.62; p < 0.001; NNT = 17).

Conclusion Our findings confirm the substantial benefit of rivaroxaban thromboprophylaxis when considering all prespecified thromboembolic events, even after excluding baseline screen-detected DVT. The low NNT, coupled with prior data demonstrating a high number needed to harm, should assist clinicians in determining the risk/benefit of thromboprophylaxis in high-risk patients with cancer.
Beyond the exceptional
Authors: Lähteenmäki Liisa , Alvesalo Anne
Published: May 2020

Since the 1980s, debates on security have expanded and security has become a catchphrase in virtually every area of life. In Finland, the government elected in 2003 began its four-year period in power by launching a special Internal Security Programme (ISP) that stressed the threat of social exclusion. Altogether four ISPs have been launched in Finland since2004. They all repeat the menace of social exclusion. In this article, we examine how these speech acts materialised on the level of legislation. Our study suggests that in Finland, the securitization of exclusion was only accepted in the media. Overall it ‘failed’, as on the level of law, internal security and exclusion were not, in the main, connected when security measures were justified. On the other hand, we contend that by introducing more monitoring and less privacy – especially among youth – the legislation effectively opened novel avenues for ‘security nothings’.
A corpus-driven exploration of U.S. language planning and language ideology from 2013 to 2018
Authors: Diaz Brett A. , Hall Marika K.
Published: May 2020

Language planning is influenced by ideological stances, and exports those ideologies through the policy making process. Residing beneath policy documents lies a language policy of the texts themselves, policing their structure and linguistic forms by which ideologies are managed. Thus, a careful collection of such documents should offer rich grounds for analysis, to leverage claims of ideology against empirically founded patterns, and offer rigorous comparison across actors, genres, and policy areas.

We conducted a corpus-driven exploration of all bills from Congressional sessions 113 to 115 (33,968 documents, 85,612,752 words), and describe the collocational character of U.S. language policy, the semantic preferences of those collocations, and discuss the exposed ideological structure of these bills. By utilizing such a large corpus, this study responds to two issues in corpus-aided language policy analysis: (1) a paucity of very large corpora analyses; (2) further utilizes corpus-driven methods to naively investigate ideologies in status planning.
Optimizing students critical thinking skills related to heat topics through the model of content, context, connection, researching, reasoning, reflecting (3C3R)
Authors: Malik A , Yuliani Y , Rochman C , Zakwandi R , Ismail A , Ubaidillah M
Published: May 2020

The purpose of this study was to determine the implementation of learning by using the 3C3R model and improving students’ critical thinking skills on the topic of heat. The population of this study was all class X of SMAN 25 Bandung, amounting to six classes, the sample was class X MIA6. Sampling used a simple random sampling technique. The research method used a pre-experimental method with a one-group pretest-posttest research design. Data on the results of the implementation of learning with the 3C3R model were obtained from the observation sheet and critical thinking skills of the students’ using essay. The results showed that the average teacher activity was 98.23% with a good category, while the average activity of students was 88.93% in the good category. In addition, there was an increase in students’ critical thinking skills in the heated topic with an N-gain value of 0.65 in the medium category. The results of the hypothesis test show that t-count > t-table (17.25 > 2,045). Thus, there is an increase in students’ critical thinking skills after applying the 3C3R model to the topic of heat.
Harnessing technology-enabled active learning simulations (TEALSim) on modern physics concept
Authors: Swandi A , Amin B D , Viridi S , Eljabbar F D
Published: May 2020

Technology-Enabled Active Learning Simulations (TEALSim) is a pedagogic innovation in learning by utilizing multimedia in the form of interactive simulations through active learning. In Indonesia, the use of TEALSim is still very poor. This study aims to identify the influence of the use of TEALSim in the learning of material physics of particle wave dualism at Makassar State University. This research is a quasi experiment using Nonequivalent Control Group Design. Data sources were obtained from the final test in the form of the Force Concept Inventory (FCI) and the Mechanics Baseline Test (MBT). The sample is two classes who programed introductory courses in quantum physics in the physics department of Makassar State University. The first is physics education class B with 25 students as experiment class and the second is physics education class C with 30 students. Data analysis is done descriptively and inferentially. Based on the results of data analysis, it was obtained information that there were significant differences between the FCI test results of the experimental class and the control class, whereas there were no significant differences in the results of the MBT test for both classes. It can be concluded that there needs to be another method in the use of TEALSim in order to be able to improve conceptual understanding, analytical skills, and mathematical skills
The effects of cooperative learning model think pair share assisted by animation media on learning outcomes of physics in high school
Authors: Astra I M , Susanti D , Sakinah S
Published: May 2020

This study aims to determine the effect of the cooperative learning model Think Pair Share assisted by animation media on learning outcomes of physics in high school. This study was held in SMA Negeri 30 Jakarta. This study used a quasi-experimental method with a nonrandomized pre-test post-test design. The research sample was taken using purposive sampling thus that the experimental class and control class were obtained. The experimental class uses a cooperative learning model Think Pair Share assisted by animation media, while the control class uses direct instruction. The results showed that the learning outcomes of experimental class students were higher than the learning outcomes of control class students. It can be seen from the post-test average value of experimental class = 83,17 and the control class = 78,75. This post-test resuls were tested using the t-test, resulting tcount = 5,429 and ttable = 1,667. Based on the results of t-test, the value of tcount > ttable, means H0 is rejected and Ha is accepted. Then, the conclusion is cooperative learning model Think Pair Share assisted by animation media has an effect on learning outcomes of physics in high school.
The effects of active learning model guided note taking on student’s critical thinking ability in high school
Authors: Astra I M , Budi E , Evita C
Published: May 2020

This study aim to know the effect of active learning model Guided Note Taking (GNT) on student’s critical thinking ability for work and energy subject in senior high school. This study was held in Senior High School 77 on March 2019. This research used a quasi experimental method with a nonrandomized pretest-posttest design. The sample used purposive sampling, so the experimental class and control class were obtained. This research instrument was posttest essay’s type with 10 questions. Based on hypothesis test by t-test with α=0,05 and dk=n1+n2-2, got that tcount>ttable. So, H0 is rejected and Ha is accepted. Then, the conclusion is student’s critical thinking ability who learn with Guided Note Taking model higher than direct instruction model and also Guided Note Taking has an effect on student’s critical thinking ability.
Concept progression of high school students related to the concept of parallel electric circuits as the effect of applying CCROI integrated with T-ZPD strategy
Authors: Basori H , Suhandi A , Kaniawati I , Rusdiana D
Published: May 2020

The aim of study was to obtain an overview of the effects of application of conceptual construction-reconstruction oriented instruction (CCROI) using the Tetrahedral-ZPD (T-ZPD) strategy on the concept progression of high school students related to the concept of parallel electric circuits. The categories of concept progression reviewed included: consistent with scientific conceptions, progress well, not progress and degradation. A pre-experiment method with one group two conceptual test design was used in this research. The number of research subjects was 38 students consisting of 20 females and 18 males, in one of high schools in the West Bandung district of West Java province. Data were collected by conception test in the four-tier test format related to the concept of parallel electric circuits. The results showed that at the first conceptual test, the state of conception of the students are: scientific conception (8%), misconception (62%), and no conception (30%), whereas at the second conceptual test, the students’ conception are: scientific conception (82%), misconception (13%), and no conception (5%). Based on the state of students’ conception it can be determined the number of students in each category of concept progression as follows: consistent with scientific conceptions (8%), progress well (74%), not progress (18%) and degradation (0%). These results indicate that the implementation of CCROI with the T-ZPD strategy has high effectiveness in facilitating the achievement of the category of concept progression that progresses well.
Teacher’s conception about static fluid
Authors: Saputra O , Setiawan A , Rusdiana D , Muslim
Published: May 2020

The purpose of this study is to see how the conception of high school teachers and to see how the professionalism of teachers relates to the conceptions held in one of the high schools in the city of Palu, Central Sulawesi. The method used is to conduct a survey of 3 teachers. The instrument used in this study was 23 tier test diagnostic as many as 23 about static fluid. The results of the analysis show that the three teachers who were given the test did not experience misconceptions on the main topics of hydrostatic law, Pascal’s law and Archimedes law but experienced doubts in answering questions on the main hydrostatic legal material with the scientific knowledge category of 95.3% and the category of 4.7%. Based on data analysis, conclusions can also be drawn both teachers who have been certified and have not experienced misconceptions, the difference is seen where teachers who have not been certified hesitate to answer some of the questions given.
Creative thinking skills of prospective physics teacher
Authors: Rizal R , Rusdiana D , Setiawan W , Siahaan P
Published: May 2020

The 21st century demands high quality human resources that can compete in global competition. The good quality human resources come from the good quality education process which train learner with skills to solve problems, to find alternative solutions in problem solving, and to think reflectively. These skills are included in creative thinking skills which is important to be developed for prospective physics teacher. This study aimed to identify the creative thinking skills of prospective physics teacher who have attended lectures of general physics, basic physics, and physics for school. By using the creative thinking skills test and interview, the researcher tried to explore four aspects of creative thinking consisting of fluency, flexibility, originality, and elaboration. The results of this study indicated the creative thinking skills of prospective physics teacher were in the low category with mean was 43.75 from a maximum scale of 100. The details of the means of each aspect of creative thinking skills were expressed as follows fluency (57), flexibility (43), originality (34), and elaboration (41). The low level of creative thinking skills of prospective physics teachers is thought to be due to lecture activities that do not provide an opportunity to practice creative thinking skills.
Generative learning models assisted by virtual laboratory to improve mastery of student physics concept
Authors: Dewi S M , Gunawan G , Harjono A , Susilawati S , Herayanti L
Published: May 2020

Teaching abstract concepts in experimental activities is one of the problems in the physics learning process, thus causing low levels of participation and mastery of students’ physics concepts. Generative learning assisted by a virtual laboratory can be an alternative to solve this problem. The purpose of this study was to examine the effectiveness of generative models assisted by virtual laboratories for mastering students’ physics concepts. The research and development used is based on the 4-D model. Test the effectiveness of learning devices through quasi-experiments conducted at one of the high schools in Mataram, which consists of experimental and control groups. The model testing phase used a pre-test post-test non-equivalent control group design. There are differences in mastery of student concept of experimental and control groups that were analysed using the independent sample t-test. Increased mastery of student concepts is measured using the N-gain test. The results of mastery of concepts were higher in the experimental group compared to the control group. Improvement is analysed based on improvement at each cognitive level, as well as an increase in each sub-material. This research has proven that generative learning assisted by virtual laboratories effectively increases mastery of students’ physics concepts.
Development of concept essential in kinematic topics
Authors: Ekawati R , Setiawan A , Wulan A R , Rusdiana D
Published: May 2020

Essential concepts were important aspects in physics education, especially in the study of learning development, student evaluation, and curriculum planning. Several types of concept analysis models are commonly applied in the context of physics, i.e. sematic network techniques, concept formation (concept analysis), concept maps, and representing substantive structure. The stages of essential concept development were concept analysis, concept map and essential concept. The research method used development research. The stages of development research included (1) the preliminary study phase, (2) the development study phase, (3) the evaluation phase. The main results of this study were essential concepts on the topic of Kinematics.
The development of five-tier diagnostic test to identify misconceptions and causes of students’ misconceptions in waves and optics materials
Authors: Putra A S U , Hamidah I , Nahadi
Published: May 2020

This study aims to develop a five-tier diagnostic test that can that be used to identify misconceptions and causes of students’ misconception on waves and optics materials. This type of research is development research using a 4-D model. The study was conducted in two junior high schools which in West Bandung, West Java with a sample of 193 students. Data analysis used is quantitative analysis by looking at the quality of the items. The results of the study showed that the content validity test obtained a CVI value of 0.833 which was included in the criteria as very appropriate. The empirical validity test obtained the value of MNSQ 0.98 outfit and ZSTD 0.3 outfit which means that the item corresponds to the measured construct. Item reliability 0.86 and Alpha cronbach 0.87 show good reliability. The differentiating problem showed it was not necessary to remove the question. While Point Measure Correlation shows that the level of difficulty of the questions varies greatly. Overall, it can be concluded that the five-tier diagnostic test developed has met the criteria and was declared feasible for identifying misconceptions and causes of students’ misconceptions in waves and optics materials.
Items analysis of physics assessment based on cognitive level of high order thinking skills in bloom taxonomy
Authors: Damayanti N , Hartono  , Subali B , Nugroho S E , Sureeporn K
Published: May 2020

There are many challenges faced by some countries which lead them to revise their educational curriculum, including in Thailand. In Thailand, the revised of curriculum in science learning field with Science and Engineering Practices (SEPs) is indirectly demands teachers to include High Order Thinking Skills in their teaching and learning as well as in assessment process. By concerning this phenomenon, this study was aimed at describing the realization of the cognitive levels from bloom taxonomy used by Physics teachers. Six classifications of the cognitive levels in bloom taxonomy were divided into two order thinking skills, namely Low Order Thinking Skills (LOTS) and High Order Thinking Skills (HOTS). To achieve the aforementioned objectives, this study employed qualitative research design. Accordingly, the subjects of this study were a Physics teacher in Matthayom Siriwanwari II Songkhla Secondary School and students in two classes, covering matthayom 5th and matthayom 6th. As stated earlier, there were three types of analysis in this study, the analysis of level, the evaluation of level, and the creation of level. Besides, the reasons which prevent the teacher to use cognitive level of bloom taxonomy High Order Thinking Skills were also investigated. The results showed that according to the analysis of matthayom 5th and 6th physics final examination items the cognitive levels used were 0% of remembering, 3.3% of understanding, 33.3% of applying, 50% of analyzing, 3.3% of evaluating, and 3.3% of creating. Meanwhile, matthayom 6th had 0% of remembering, 0% of understanding, 25.7% of applying, 51.4% of analyzing, 5.7% of evaluating, and 17.1% of creating. By referring to these results, it is known that the physics test items used small portion of evaluating and creating aspects. Based on these findings, it is known that the portions of evaluating and creating aspects are still low. However, these results actually can be a starting point in fulfilling the demand of the revised curriculum by the ministry of education in Thailand.
The implementation of project-based learning to enhance the technological-content-knowledge for pre-service physics teacher in ICT courses
Authors: Muliyati D , Bakri F , Siswoyo S , Ambarwulan D , Septyaningrum L D , Budi A S , Fitriani W
Published: May 2020

The pre-service teachers must be prepared to integrate technology into classroom learning. This technical capability must be adapted to the material to be taught. Material for physics has a different character, especially in the selection of media. Media on one material is not necessarily suitable for other materials. The pre-service physics teacher must have the ability to analyze content and find appropriate technology in making media. This study was aimed to implement project learning for ICT based learning in physics courses for a pre-service physics teacher. This research can be used to see how significant Technological-Content-Knowledge (TCK) pre-service physics teacher is through Project-Based Learning (PjBL). This PjBL is applied to the undergraduate pre-service physics teacher level. All students participated in full lectures for 16 meetings, which were combined between the explanation of topic matter guidance and progress report. The lecturer will give feedback to all students. The data taken is the initial ability of students, evaluation of progress reports, and project output of each student. The results obtained were students’ pre-service physics teacher had a portfolio and an increase in TCK pre-service physics teachers were initially students were still having difficulties in applying technology with physics content.
Impact of the EduPlasa interactive media on reducing misconceptions of static fluid in high school students
Authors: Halim A , Mahzum E , Zanaton  , Humairah H
Published: May 2020

Many efforts have been made to reduce misconceptions in physics learning, including traditional learning methods (without interactive media) or with modern learning (using interactive media). Most interactive media used are based on calculations or graphics. Usually students experience difficulties when interpreting the data shown in the media. To solve this problem, EduPlasa interactive media is based on images, contexts and final conclusions are displayed by EduPlasa media. The study used a quantitative approach, virtual experimental methods and data collection using the three tier diagnostic tests. The target population of all high school students in the city of Banda Aceh, but with a variety of considerations taken a sample of randomly 28 students of SMA 7 Banda Aceh. Data analysis used descriptive statistics to get a percentage reduction in student misconceptions on the concept of static fluid. The calculation results show that there was a reduction in misconceptions of 60.34% in other words a reduction in the misconception of the static fluid concept was very significant after the EduPlasa interactive media was applied. Inference from research results, teachers are encouraged to use image-based interactive media to reduce misconceptions in students.
Higher order thinking skills (HOTS)-oriented e-module in electric circuit
Authors: Yusuf I , Widyaningsih S W , Prasetyo Z K , Istiyono E
Published: May 2020

This study is aimed at developing a Higher Order Thinking Skills (HOTS)-Oriented e-module in a valid, effective, and practical electric circuit topic. This HOTS-oriented e-module used the ADDIE model, which consisted of Analyse, Design, Development, Implementation, and Evaluation stages. The trial subject in this study was 13 students of Physics Education Department at Universitas Papua who enrolled in basic physics subject in the second semester of 2018-2019. The instrument used to test the validity of this HOTS-oriented e-module was evaluation sheet of the e-module validated by seven validators, which consisted of expert validators and practitioner validators. Meanwhile, effectiveness and practicality instrument for this developed e-module was the questionnaire of students’ responses following the implementation of HOTS-oriented e-module learning. The data analysis for the validators’ assessment was V Aiken formula, and students’ responses were measured using the Rasch model. This study showed that the V Aiken value for the developed HOTS-oriented e-module was larger than 0.76 and was valid for each aspect. Rasch model on students’ responses showed logit person larger than 0.00 or that the students agreed with the utilization of the HOTS-oriented e-module in learning. Therefore, it can be concluded that the HOTS-oriented e-module obtained valid, effective, and practical results for use in learning on the topic of electrical circuits.
Development of measuring instrument based on microcontroller for physics laboratory
Authors: Yakob M , Wahyuni A , Sofyan  , Nuraini  , Saputra H , Putra R A , Mustika D
Published: May 2020

A Multitools instrument was developed to measure physical variables such as temperature, magnetic field, and light intensity. Multitools developed using the device of ATMEGA 8535 microcontroller that consists of three sensors: LM35 as a temperature sensor, LDR as a light sensor, and UGN3503 as magnetic field sensor. The design consisted of three stages, namely system design, hardware design, and calibration phase. The calibration test result of Multitools shows alignment level of the temperature sensor 0.9893, light sensor 0.9787 and magnetic sensor 0.9996. Measurement result displayed in physical quantities data and graph on the LCD screen of Multitools. The Multitools can be used in physics lab activity to reduce the effectiveness and train the students’ skill in understanding and interpreting the graph.
Student worksheet with augmented reality technology: media to construct higher order thinking skills of high school students in elasticity topic
Authors: Bakri F , Pratiwi S , Muliyati D
Published: May 2020

The learning process in high school requires scientific learning to construct Higher-Order Thinking Skills (HOTS). The purpose of this research is to produce student worksheet equipped with Augmented Reality (AR) technology as a media to construct HOTS for high-school students. This research used the Dick and Carey model approach. The worksheet has been produced for physics subject, and it has integrated with AR-technology. This student worksheet consists of three stages: the introduction, main-stage, and post-stage. Each of these stages has been integrated with AR-based video technology. The student worksheet has been validated by learning media expert and material physics expert. According to learning media expert, the percentage of average of all aspects is 96,02% and according to material physics expert, the percentage of average is 79,09%. Based on the results of the validity test, it can be concluded that the student worksheet media added by the AR-technology produced can be used as a physics learning material that constructs HOTS in the elasticity topic.
Design and development of representational fluency test in physics
Authors: Festiana I , Firman H , Setiawan A , Muslim M
Published: May 2020

The purpose of this research is to design and develop test representational fluency in physics course for electricity topic for students of electrical engineering. The representational fluency test used system Design and Development Research (DDR) with four phase of development consists of analysis, design, development, and evaluation. The test was validation by five expert judgement. The test consists of 20 item multiple choice. After design test and expert review and validation. This research was conducted at the Universities in Lampung and was implemented with 25 participants. The result in this research was the test is valid and reliable to program implementation.
Investigation of mathematical methods for physics lecture process at pre-service physics teacher
Authors: Sujito  , Liliasari S
Published: May 2020

Mathematical Methods for Physics learning should master study material holistically and collaboratively for meaningfully learning. The aim of this research is to describe the process for Mathematical Methods for Physics course at pre-service physics teacher. Data were collected using a questionnaire, interviews with lectures and student, and observation. The result of this research are students gave respons positive towards learning material (78,10%), learning media (78,73%), opportunities for expressing (80,44%), literature (82,66%), readiness to face challenge in the next years (80,82%), contextual problem in the learning (49,67%), develop skills (56,57%), and the rest rejected this statement. This result revealed that no contextual on teaching and learning process, the learning process of mathematical methods for physics is not applicable and very mathematical dominant, teaching material is not interest, and lectures are not conducted to equip students with 21st-century skills. This is causes students have not understood the concept and have difficulty learning of Mathematical Methods for Physics.
Physics learning based contextual problems to enhance students’ creative thinking skills in fluid topic
Authors: Satriawan M , Rosmiati R , Widia W , Sarnita F , Suswati L , Subhan M , Fatimah F
Published: May 2020

This study aims to improve students’ creative thinking skills in physics learning on fluid topics by applying contextual problem-based learning. The research location was in one of the senior high school in a remote area in Bima district. The research subjects were selected by purposive sampling technique on eleventh-grade students with the number of students’ as many as ten peoples. The data were collected by using creative thinking skills test in essay and reasoned multiple choice that conducted before and after learning. Based on the results of data analysis, it was found that out of ten students there were two students who had an increase in creative thinking skills in the very creative category and six students who had an increase in creative thinking skills in the creative category. While two students who had an increase in creative thinking skills in the less creative category. Therefore, it can be said that the use of contextual problems in physics learning can help improve students’ creative thinking skills.
The effectiveness of quantum phenomenon learning media with think pair share model implementation on understanding concept of students
Authors: Doyan A , Gunawan  , Susilawati  , Khasanah B U , Muliyadi L
Published: May 2020

This study aims to examine the effectiveness of quantum phenomenon learning media with a think pair share model in improving students understanding of concepts at the high school level. The development of quantum phenomenon learning media uses a research model developed by Borg and Gall. To determine the effectiveness of instructional media on understanding concepts, learning media were tested in a limited group in one of the high schools in Central Lombok Regency, West Nusa Tenggara province, Indonesia. Indicators of understanding concepts according to the theory developed by Anderson and Krathwol which consist of interpreting, giving examples, classifying, summarizing, drawing references, comparing and explaining. The development process goes through several stages, namely the stages of validation, data collection and literature. The results of the N-gain analysis for one indicator obtained an increase in students understanding of concepts in both classes, namely the control class with a low category (0.29) while the experimental class with a high category (0.75) for black body radiation subject matter section. The ttest results obtained tcount (23.08) are greater than the ttable (1.67). The results of the analysis show that the quantum learning media with the implementation of the think pair share (TPS) model is effective in improving students conceptual understanding.
Physics pre-service argumentation to increase reflective thinking capabilities
Authors: Rosmiati R , Liliasari S , Tjasyono B , Ramalis T R
Published: May 2020

The developing reflective thinking skills (RF) for pre-service teachers is very important. It made pre-service teacherstry to integrate the ability to think reflective in the teaching process. The study aims to explore the ability of argumentation that has been constructed into the reflective thinking process. It purpose to enhance the reflective thinking capabilities of physics pre-service teachers’ climate prediction material. The respondent of this research were three respondents. The data obtained in the form of arguments by determining claims, warrant and backing qualitatively. Data were analyzed by using descriptive explorative technique. Based on the results of data analysis, the pre-service teachers’ reflective thinking ability was seen from the results of the argumentation. We described three different level for respondent reflective thinking capability in which the first respondent in resolution level, the second respondent in exploration level, and the third respondent in triggering event level. This means that the reconstruction of the reflective thinking process by including the arguments was very effective to explore the reflective thinking capabilities of pre-service teachers.
Students worksheet with augmented reality media: scaffolding higher order thinking skills of high school students on uniform accelerated motion topic
Authors: Bakri F , Wulandari S , Muliyati D
Published: May 2020

Higher-Order Thinking Skills (HOTS) are needed to enhance the characters of students. The scaffolding is required to train student’s HOTS. This article will describe the development of the student’s worksheet with augmented reality (AR) media as a scaffolding to train student’s HOTS. The method used for this research is the research and development with Dick and Carey’s model approach. AR student worksheet media had been produced on the uniformly accelerated motion topic. There are three stages in the student worksheet; introduction, main-stage, and post-stage, which consist of AR media in all stages. The AR student worksheet has been validated with the percentage of achievement of 94.6 % according to the learning media expert, 86.1 % according to the material expert. These results clarify that development of the student worksheet with AR technology as scaffolding to trains HOTS has fulfilled the requirement as physics teaching materials.
Profile of students’ critical thinking ability in project based learning integrated science technology engineering and mathematics
Authors: Eja  , Ramalis T R , Suwarma I R
Published: May 2020

The aim of this research is to obtain a profile of students’ critical thinking ability in project based learning (PjBL) integrated STEM (Science Technology Engineering and Mathematics). The research method used is quantitative descriptive. The subjects in this research were students of 8th grade in one of Junior High School Bandung with a total of 34 students taken by purposive sampling. Students’ critical thinking ability is measured on aspects of interpretation, analysis, explanation, inference and evaluation using task and rubric instruments also peer assessment. The analysis of critical thinking ability uses the Item Response Theory Graded Response Model. The results showed that the profile of critical thinking ability was 25 % in the low category, 34 % in the medium category and 41 % in the high category. This result is supported by the results of peer assessment which showed that 12 % in the low category, 41 % in the medium category and 47 % in the high category. Based on the results of the research, it can be concluded that a profile of students’ critical thinking ability in PjBL-STEM learning is high category.
Using CCOText assisted by dynamic model and analogy to fostering students’ misconception about the concept of heat conduction
Authors: Suhandi A , Samsudin A , Suhendi E , Basori H
Published: May 2020

The aim of this study was to obtain an overview of the effect of using conceptual change oriented text (CCOText) assisted by dynamic models and analogy in the remedial teaching of the concept of heat conduction towards the remediation of misconceptions of high school students. CCOText consists of four text sections. In the third section of the text, which is the text part of the scientific explanation, the description is aided by dynamic model and analogy. The method used in this study is a pre-experiment with one group pretest-posttest design. The number of research subjects was 38 students consisting of 22 female and 16 male students, in one of the high schools in the Bandung district of West Java province. The subjects were selected by purposive sampling technique. Data were collected by conception test in the four tier test format related to the concept of heat conduction. The results showed that the use of CCOText in remedial teaching could be remediating 95% of high school students who had misconceptions on the concept of heat conduction. These results indicate that the use of CCOText assisted by Dynamic models and analogy has a high effectiveness in fostering students’ misconception about the concept of heat conduction.
Reflective thinking on thermodynamic learning based collaborative problem solving
Authors: Sinensis A R , Firman H , Hamidah I , Muslim
Published: May 2020

This study aims to improve the ability of reflective thinking through collaborative problem solving based on thermodynamic learning. The method used is descriptive quantitative analysis, a sample of 16 prospective physics teacher students who are following thermodynamic learning. The instrument used in this study uses a modified Kember reflective level scale. This research was conducted for 3 meetings but began by holding a pre-test to see the improvement of students’ reflective thinking skills from the beginning to the 3rd meeting, the learning model used was collaborative problem solving. The results showed that reflective thinking ability increased at Reflection and Critical Reflection levels while in habitual action and understanding did not increase. This shows that through the application of collaborative problem solving models in thermodynamic learning can improve the ability of reflective thinking students of physics teacher candidates on high-level thinking.
University students’ ability in setting own learning goals on heat conductivity concept
Authors: Nurjannah N , Setiawan A , Rusdiana D , Muslim M
Published: May 2020

This research used qualitative method to investigate the students’ ability to set their own learning goals on the heat conductivity concept. Setting their learning goals ability is needed to probe because it requires students to work harder, they become more aware of the areas that need developing, and they understand their role during the learning process. In this study, students’ worksheet was distributed to 20 pre-service physics students who have registered in Introductory Physics I. The test has exactly analyzed qualitatively. An analysis of collected data has primarily directed on students’ learning goal-setting ability on heat conductivity problem. The result indicated that students’ ability to set their own learning goals on heat conductivity concept is still in the least related goals (LR) category.
Evaluation of physics learning on momentum and impulse topic of the senior high school students
Authors: Bohori M , Rosiqoh R , Hikmat H , Efendi R
Published: May 2020

This research aims to evaluate of physics learning on Momentum and Impulse topic of the senior high school students. Learning evaluation was held toward students’ science processing skill, knowledge and competency, and skill of presenting a product. Learning evaluation was conducted on material momentum and impulse to the tenth year students of senior high school. This was a quantitative research by applying post-test only group design. Students’ science processing skill was measured by using students’ worksheet. The indicators consisted of observing, classifying, predicting, formulating hypothesis, designing investigation, and conducting experiment. Competence of knowledge was measured through multiple choice tests. Skill of presenting product was measured by applying performance assessment rubric. The data were analysed by using Rasch Model data analysis technique. The result of the research showed that; (1) the students’ science processing skill was categorized as skilful from the highest to the lowest found in the activity of predicting, formulating hypothesis, conducting experiment, classifying, and observation. students’ achievement on the activity of designing investigation was categorized skilful and intermediate. (2) The students’ average achievement of knowledge competency was categorized medium, (3) the average achievement of the students in presenting product was categorized low.
Development of TPACK based-physics learning media using macro VBA to enhance critical thinking skills
Authors: Ilmi A M , Sukarmin S , Sunarno W
Published: May 2020

We developed a TPACK based-physics learning media. This development was using 4D methods. Researchers analysed the need for learning media that can improve students’ critical thinking skills with technological offerings. This research took place in SMA ABBS Surakarta. The research subjects were three senior high school physics teachers and fifty-one students. We observed the facilities of the school then concluded that the facilities supported TPACK based learning activity. We also gave the questionnaire to teachers about the learning activity. The data gathering was carried out using observation rubric, students’ worksheets, presentation scoring rubrics, report scoring rubrics, and two tiers multiple-choice test instrument on critical thinking skills. Two lecturers, two physics teachers, and two peer reviewers validated the media. Then it tried out in the small group. In the big group, the media is proven could develop critical thinking skills with the difference between pre-test and post-test results were significant.
Strategic placement of optics content reinforcement in the curriculum of the physics education study program
Authors: Saprudin S , Liliasari S , Prihatmanto A S , Setiawan A
Published: May 2020

This research is a survey that aims to explore the reinforcement of optics content in the curriculum of physics education study programs (PESP) in Indonesia. This survey is carried out through three stages as follows; a) first stage: focusing on investigations related to the distribution of waves and optics courses in 22 PESP’ curriculum structures, b) second stage; involving 6 PESP which is considered to represent the PESP in the first stage, that focusing on analyzing college courses that contains the reinforcement of optics content, c) third stage; involving 2 PESP which is considered to represent the PESP in the second stage, that focusing on investigations related to lecture orientations and how the reinforcement of optics content is carried out. The results of the descriptive analysis show that the distribution of waves and optics course in the curriculum structure is presented in various ways, both from the course placement and the load of the course. The reinforcement of optics contents is also implemented in various approaches and methods.