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.

This research aims to develop an instrument of knowledge and skills called the Scientific Inquiry Literacy Instrument (SILI). Instrument measurement analysis uses the Rasch model by utilizing the Winsteps application. This research uses mixed methods research that combines interviews as qualitative research and tests as quantitative research. The research design used is Sequential Exploratory. The SILI contains 28 knowledge aspect indicators and 37 skills aspect indicators. Based on the Outfit mean square (MNSQ), Z-Standard value (ZSTD), and point measure correlation value (Pt Mean Corr), it was obtained that the three aspects of the SILI meet the criteria for an acceptable item in the Rasch measurement model. Based on item analysis biased towards gender, region, and science major, all SILI items in knowledge and skills meet the probability criteria > 0.05, so all items can be used without harming one group. The findings of the research dimensionality of the SILI for aspects of knowledge and skills are 26.9% and 20.4%. Thus, all aspects of the SILI can measure what should be measured and fulfill all the criteria for items accepted based on the Rasch model for measuring science inquiry literacy.

A Study area in physics learning is purposeful on the effects of various types of learning interventions to help students construct the basic of scientific conception about physics. Microscopic Virtual Media (MVM) are applications for physics learning to support powerful modelling microscopic involving physics concepts and processes. In this study groups (experimental) of 18±20 years old, students were studied to determine the role of MVM in the development of functional understanding of the concepts of thermal expansion in heat transfer. The experimental group used MVM in learning process. The results show that students who learned with virtual media exhibited significantly higher scores in the research tasks. Our findings proved that the MVM may be used as an alternative instructional tool, in order to help students to confront and constructed their basic of scientific conception and developed their understanding.

Students' understanding to learn science on the concept of light refraction is experiencing serious problems because of the unobservable of light particles. The research object to be resolved in this study is to improve the concept of light refraction using a photodiode sensor. The problem to be solved in this research is to develop a Simple Kit (SK) Refraction of Light (RoL) using a photodiode sensor for students' understanding of concepts. The research method for making SK RoL using photodiode sensors using ADDIE, which consists of the first stage, analysis by analyzing the needs of SK RoL products using photodiode sensors to be developed. Second, the SK RoL design uses a photodiode sensor. Third, Development is developing SK RoL Using Photodiode Sensors. Implementation of the Fourth RoL Decree Using Photodiode Sensors to see student understanding of 74 students from tertiary institutions in one of the provinces in Indonesia. Fifth, Evaluation by revising the product at each stage of SK RoL development. SK RoL product research results include Green Laser, Photodiode sensor, Angle Arc, Display Module and Displayed Data, Arduino Uno R3 Atmega 328, Medium Container and Programs Using Arduino Software. The characteristics of the SK ROL results show that the SK RoL based on the Photodiode Sensor developed can be used as a physics learning medium because it can visualize the unobservable concept of light refraction and increase students' understanding of the concept of light refraction because of the nature of the particles which are difficult to understand by using a green laser which is passed through a photodiode sensor medium and Arduino can be visualized in a real way. SK RoL can work optimally in a room where the light is not too bright or requires a room that is a bit dark so it is possible to observe the laser beam. SK RoL, as a physics learning medium, can be used to increase students' understanding of the concept of light refraction. The implications of developing SK RoL can be used as a learning medium to attract students' interest in learning, support the learning process, and help make it easier for students to understand abstract physics concepts

Development of the Innovative Smart Orbital (ISO) Medium to Improve the Cognitive Skills on the Heat Transfer Concept

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.