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.

ABSTRAKPenelitian ini bertujuan untuk menyusun dan mengembangkan bahan ajar berupa e-Modul Interaktif Berbasis Augmented Reality pada mata pelajaran IPA materi sistem tata surya untuk siswa kelas VI. Metode yang digunakan adalah R & D (Research & Development), dan model pengembangan yang digunakan adalah model ADDIE. Hasil uji coba oleh ahli materi pembelajaran, ahli media, serta user (guru dan siswa) menggunakan angket tertutup, berturut-turut diperoleh angka sebesar 79,17 %, 83,33, dan 75,83%. Jika dimasukkan pada tabel kriteria hasil uji coba, maka dapat dikatakan bahwa produk e-Modul interaktif berbasis Augmented Reality yang telah dikembangkan valid serta layak digunakan dalam. pembelajaran khususnya pada mata pelajaran IPA di kelas VI Sekolah Dasar.Kata Kunci: Pengembangan, e-Modul, interaktif, Augmented Reality, ADDIE ABSTRACTThis study was developed a teaching material of an Augmented Reality-Based Interactive e-Module in the science subjects of the solar system material for grade VI students. The method used is R & D (Research & Development), and the development model used is the ADDIE model. The results of trials by learning materials experts, media experts, and users (teachers and students) using closed questionnaires, the figures were 79.17%, 83.33, and 75.83%, . based on the criteria table, it can be said that the Augmented Reality-based interactive e-Modul product that has been developed is valid and feasible to use in learning especially in science subjects in grade VI Elementary School.Keywords: R & D Method, e-Module, interactive, Augmented Reality, ADDIE

A domain of research in physics teaching is focused on the study of the effects of different types of learning interventions aimed to help students build a scientific conception. Microscopic Virtual Media (MVM) is the application of a particular interest in physics learning because they can support microscopic powerful modeling involving physics concepts and processes. In this study, one group (experimental) of 19-20 year old students were studied to determine the MVM role in the development of a functional understanding of the concept of expansion of solids. The experimental group used MVM using DLSM (Dual Situated Learning Model). The results presented here indicate that students work with virtual media exhibited significantly higher scores in research tasks. Our findings strongly support that MVM can be used as an alternative instructional tool, in order to help students reduce their scientific misconceptions and develop an understanding of physics concepts.

In the Independent Campus Learning Program [Merdeka Belajar Kampus Merdeka (MBKM)], the 5-1-2 learning pattern is used in the undergraduate program. In implementing this pattern, curriculum coherence is needed between study programs and between institutions. A model for developing a curriculum based on local wisdom and multiculturalism was created to improve the micro-skills of program graduates. A model for developing a curriculum based on local wisdom and multiculturalism was created to improve the micro-skills of program graduates. A model for developing a curriculum based on local wisdom and multiculturalism was created to improve the micro-skills of program graduates. In order to attain the objective, a hierarchical pattern of relationships is employed, beginning with the central construct, primary dimension, and indicator. A structural Equation Model (SEM) is used to analyse the relationship between variables, while an inductive approach is used for exploratory purposes to identify factors. In order to evaluate the dependability of the model, a study was conducted at two different universities in Indonesia: Sultan Ageng Tirtayasa University in Serang, Banten Province, and Galuh Ciamis University in West Java Province. The study involved testing the coherence of the curriculum of various programs at both universities and evaluating the micro-skills of graduates who had participated in the MBKM program. Samples from the 4 study programs implementing MBKM at the two universities were used to test curriculum coherence. Then, to determine the increase in graduates' micro-skills, a sample of 70 students was used. The results of the analysis show that curriculum development has a direct effect on improving graduates' micro-skills. In developing the curriculum, three factors strengthen micro skills improvement: development of knowledge, responsiveness to technological developments, and relevance to needs.

Perkembangan kehidupan yang terus bekermbang dan berinovasi menuntut kita untuk dapat memanfaatkan teknologi dalam segala aspek, termasuk pendidikan. Proses pembelajaran akan dirasa mudah dengan memanfaatkan teknologi. Untuk mempercepat pemahaman materi pembalajaran dilakukan penelitian pengembangan konten pembelajaran dengan menggunakan media canva. Penelitian dilakukan dengan tujuan menghasilkan produk berupa konten materi gerak. Materi tersebut, dikembangkan ke dalam format visual dan audiovisual dengan menggunakan aplikasi canva. Untuk mencapai tujuan tersebut digunakan penelitian Research and Development (R&D) dan model Pengembangan ADDIE. Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi adalah lima fase dari paradigma ini. Uji ahli materi dan ahli materi dilakukan untuk menilai konsistensi media dan substansi. Validitas produk yang ditentukan oleh kedua ahli menghasilkan kategori sangat layak. Uji ahli materi dan ahli materi dilakukan untuk mengetahui koherensi antara media dan materi. Hasil validitas produk oleh kedua ahli diperoleh kategori sangat layak. Hasil validasi ahli media memperoleh rata-rata 90,06% yang termasuk kedalam kriteria “sangat valid” dan hasil validasi materi memperoleh rata-rata 80,91% yang termasuk kedalam kriteria “valid”. Oleh karena itu dapat disimpulkan bahwa media video pembelajaran materi gerak dengna menggunakan aplikasi canva dapat diujicobakan pada pembelajaran.

The development of information and communication technology has touched various aspects of life, one of which is the world of education. Education cannot be separated from the development of IT. The Prezi video application can be used to create interesting learning video media for students. This research is a Research and Development (RD) research through a 4D development model, which consists of 4 stages, namely: (a) Define, (b) Design, (c) Develop, and (d) Disseminate. This study aims to develop material on the basic competence of gasoline injection systems for class XI Automotive Light Vehicle Engine Maintenance. Subject Automotive Light Vehicle Engineering ( TKRO) expertise program at a state vocational high school in Serang City. This research is limited to the development of media, which is validated by media experts, material experts, and student response trials. This is due to the limited research time. Data analysis techniques were obtained for product feasibility with a Likert scale. From the results of the stages carried out through this method, it can be concluded that the material expert validation was obtained by 87% with the very feasible category and the average media expert validation was obtained by 90% with the very feasible category to be used as an alternative learning video media to make it easier for students to understand material about Electronic Fuel Injection (EFI) Gasoline Injection system. Based on product trials conducted by 30 students, 87% of results were obtained in the very good category, or students were very interested in the learning videos that the researchers made.