The research aimed to describe the development process of online learning application in physics for school course using the ADDIE model. This application is called Learning Management System Supported Smartphone (LMS3). LMS3 can facilitate preservice physics teacher to enhance digital literacy. The authors analyzed need assessment based on learning objectives, designed LMS3 in the form of a flow chart system and storyboard, produced LMS3 through professional programmers, filled in LMS3 content and conducted expert validation, implemented LMS3 in physics for school course, and evaluated LMS3 during implementation. This research is a descriptive study involving media and pedagogical experts as well as 40 preservice physics teachers in Tasikmalaya. Data collection techniques were carried out by the study of literature, the expert validation, and preservice physics teacher perception questionnaires. Expert validation and preservice physics teacher perception were obtained by using a Likert scale. The validation results from the experts were processed using the validation value equation developed by Aiken. The results of the expert validation show that the validation value is 1 and met the minimum validation requirements of the application. Perception of preservice physics teacher showed positive response to LMS3. The LMS3 has good display, function, and good effect on their learning motivation and digital literacy.

Engineering is one of the crucial parts of STEM Education. The Engineering Design Process (EDP) is a new trend within science education reform. Most science teachers lack information regarding the usage of EDP in learning science. This study aims to review 40 articles from reputable international journals such as indexed by Scopus and Web of Science (WoS), which explains the steps of the EDP used in science education. The articles selected for review were the ones published in the last ten years, from 2011 to 2020. Some previous literature review studies focused on the EDP through project-oriented capstone courses, the EDP in middle school settings, and how to implement the EDP in science learning. However, this study focuses on the steps of the EDP used in science education (Science, Physics, Biology, Chemistry, and a combination of science with other disciplines). In addition, this research also explains the strengths and weaknesses of EDP in science education. The research approach used was a systematic literature review. This study analyzed the representation of research according to their general characteristics consists of type of publication, year of publication, country, research approach, educational level, and science content. This study found that research on the EDP that is implemented at the university level is still limited, especially on subjects related to interdisciplinary knowledge. Furthermore, the steps of the EDP used in science education differ from one research to another. The most commonly used steps of the EDP are defining the problem, building, testing, evaluating, and redesigning. There are also several obstacles to the implementation of the EDP in science education. Regardless, the implementation has a positive influence on students, undergraduate students, teachers, or others. The results of this study provide an overview of how to implement the EDP in science education. Thus, it can be used as a reference for stakeholders in the field of science education when implementing EDP in their learning.

The rapid development of digital technology has stimulated teachers with the number of competencies called digital literacy. The purpose of this study was to describe gender differences in digital literacy among prospective physics teachers. This research was conducted using a descriptive method involving 71 prospective physics teachers at a university in Tasikmalaya. They consisted of 31 males and 40 females with age 19-21 years old. Data was collected using valid digital literacy tests and interview. The collected data was processed by determining the average score of male and female students then analyzed through interview. The results showed that the mean of male’s digital literacy was higher than female. The males had a mean 57 (moderate category) and the females had a mean 53 (low category). There was a difference in digital literacy between males and females prospective physics teachers. These distinctions were influenced by their tendency in using digital technology. Some recommendations were delivered to prospective physics teachers, especially for females. They should effectively increase their digital technology use and appropriate training in the use of digital technology is needed to achieve a higher level of digital literacy.

We constructed Interactive Conceptual Instruction (ICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore*, and Explain) for promoting the pre-service physics teachers’ understanding on magnetic field. The ICI model consists of four phases; (1) Conceptual focus (2) Use of texts (3) Research-based materials (PDEODE*E tasks) (4) Classroom interactions. The ICI of teaching model has been implemented to seven Physics students who were re-taking (take the course for second times) in the Basic Physics II course as a pilot study. A Field Conceptual Change Inventory (FCCI) comprised of 15 three-tier test items was administered to seven pre-service physics teachers. Students’ ideas were elicited by using FCCI and students’ worksheets regarding PDEODE*E tasks. The test and worksheet were analyzed in qualitative way. An analysis of collected data has mainly focused on magnetic field conceptions with its subordinate concepts such as magnetic interaction in variety of mediums, magnetic swing (Lorentz law) and rotating magnetic field (Eddy’s current). This study concluded that the students’ conceptual understanding of the magnetic field increases but a few misconceptions still occurred in seven students’ minds.

This research aims to describe the development process of a problem-based learning management system-supported smartphone (PBLMS3) application using the ADDIE Model (analysis, design, development, implementation, and evaluation) and to determine its effectiveness in improving digital literacy. Data were collected from 40 physics education students in Tasikmalaya, consisting of 13 males and 27 females with an average age of 20 years. Data collection techniques included a literature study, expert validation, digital literacy test, and a questionnaire on student perceptions. Expert validation was obtained from three experts using a Likert scale and processed by the validation value equation developed by Aiken. The expert validation resulted in a value of 0.92, which met the minimum validation requirements. Furthermore, the effectiveness of the PBLMS3 application in improving digital literacy in online physics learning was determined by a statistical process using the Wilcoxon test. Based on its results, the t-value was 0.4752, with a p-value of 0.00 < 0.05. This means that the PBLMS3 application is effective for and capable of improving students’ digital literacy. Further research is recommended to determine other factors capable of improving digital literacy.