The magnetic field is a more complex and abstract physics subject than other physics subjects, causing students' low ability to solve problems. So there is a need for learning instruments to overcome these problems, especially when online learning during the COVID-19 pandemic. Research creates and implements an online problem-based learning (OPBL) assisted by digital books with 3D animation to improve students' physics problem-solving skills on magnetic field subjects. Research aimed to analyze the validity, effectiveness, and student responses to the learning instruments used. The method used in this research is quantitative by using quasi-experiment and survey methods. The results showed that this learning instrument was valid and reliable to use in terms of content and constructs. According to statistical test results, this learning instrument is also effective in improving students' problem-solving skills on magnetic field subjects. Furthermore, the student's response to this learning instrument was very positive, making this learning activity more innovative and fun. Research implies that an OPBL assisted by digital books with 3D animation instruments can be a solution to improve students' physics problem-solving skills, especially during the online learning period.

Augmented Reality (AR) based learning provides real experiences for educators and new strategies for presenting physics concepts but also provides opportunities for students to interact interactively, spontaneously, and interestingly. Previous research has shown that AR has many advantages in education, but only a few focus on Independent Learning, such as freedom in problem solving and independent learning skills in physics learning. This study develops an Augmented Reality Integration (ARI) learning application based on the Physics Independent Learning (MPIL) model on the marine physics concept. This application is to explore the influence of ARI on 21st-Century Skills (21-CS) which consists of Critical Thinking, Collaboration, Communication, and Creativity. A Quasi-Experimental Method was used, and 88 students aged 20-22 were randomly assigned to the experimental and control groups. After an intervention for 3 weeks, it was found that integrating ARI technology into physics learning can (1) significantly increase students' Creativity Thinking and Critical Thinking on Marine physics concepts; (2) guiding students to further improve in Communication, and Collaboration in solving problems contained in the ARI application; and (3) stimulate students' learning motivation to be enthusiastic about learning physics concepts.

This study aims to integrate Free Learning and Physics Innovation in STEAM-based Renewable Energy Education to improve critical thinking skills in Era Society 5.0 in order to achieve the 2030 Sustainable Development Goals (SDG). This research uses a literature review method that collects and analyzes related articles. The results showed that integrating Free Learning and Physics Innovation in STEAM-based Renewable Energy Education is an effective approach to improving students’ critical thinking skills. Renewable energy education is a relevant and important topic in SDG 2030, and the STEAM approach helps students understand and overcome this challenge. Era Society 5.0 emphasizes technology integration, so the educational approach must constantly be updated and adapted to the times. The results of this literature review can assist educators, policymakers, and researchers in developing educational strategies that align with the times’ needs.

This research uses the Android module based on a strategy called "inquiry-based learning" and "flipped classroom" to help people utilize their cross-disciplinary skills in complex real-world situations. This experiment showed how the Android module-based inquiry flipped classroom learning affects math pre-service teachers' ability to solve mathematical problems and think creatively in geometry. In the third term, 123 students were randomly assigned Android module-based inquiry flipped classroom learning, PowerPoint module-based conventional flipped learning, or conventional learning. The study found that math pre-service teachers were much better at solving mathematics problems and creative thinking when using Android module-based inquiry flipped classroom learning because its use effectively extends learning time, permits the acquisition of more knowledge, and encourages a collective responsibility for learning in order to engage in the process of deeper learning. This type of learning also helps them learn how to deal with real-world problems that they may face in their future jobs. This implication can guide instructional designers on how to help students solve math problems and think creatively.

The study aims to increase a microscopic virtual simulation (MVS) for the media in changing physics learning-oriented students’ conceptions on the material phase transition. One approach to change students’ conceptions is to use cognitive conflict strategy simulation-aided virtual media. However, virtual simulation of changing students’ conceptions on the material phase transition is still very limited, so need to be developed. The total sample in this research in 40 students (19–21 years old) and this study was conducted using a mix method with the design of embedded experimental models. The results of this study are the product MVS phase transition in the form of software and the results of the implementation of virtual media on learning physics simulation model shows that the media ECIRR virtual simulation developed in this study could change students’ conceptions. It can be seen from a comparison of the average Gain normalized and quantity misconceptions before and after the use of MVS on students who have misconceptions. Judging from the consistency of students’ conceptions that are in the category of Self-Consistent, it can be concluded that the misconception of students is completely remediated. MVS expected positive response from the students’ they experience that the media developed virtual simulations can help them understand the material phase transition.