Both students and teachers have misconceptions about Force and Motion, often caused by teachers not being well-prepared to teach the accepted scientific theory. Besides, teachers rarely or never use a cognitive conflict strategy in their teaching. The present study is aimed at investigating the...

A research on the implementation of HOT (Higher Order Thinking) Laboratory has been carried out. This research is aimed to compare increasing of creative thinking skills of pre-service physics teachers who receive physics lesson with HOT Lab and with verification lab for the topic of electric circuit. This research used a quasi-experiment methods with control group pretest-posttest design. The subject of the research is 40 Physics Education pre-service physics teachers of UIN Sunan Gunung Djati Bandung. Research samples were selected by class random sampling technique. Data on pre-service physics teachers’ creative thinking skills were collected using test of creative thinking skills in the form of essay. The results of the research reveal that average of N-gain of creative thinking skills are for pre-service physics teachers who received lesson with HOT Lab design and for pre-service physics teachers who received lesson with verification lab, respectively. Therefore, we conclude that application of HOT Lab design is more effective to increase creative thinking skills in the lesson of electric circuit.

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 study aims to explore pre-service physics teachers’ problem-solving skills through the implementation of problem solving virtual laboratory (PSVL) model on the concept of simple pendulum. This research has been conducted at a university in Bengkulu in academic year 2016/2017. This research is a quasi experiment with nonequivalent control group design. Subjects were 70 students divided into experimental and control groups. Students of the experimental group follow lab activity using PSVL model, while the control group used the expository virtual lab (EVL) model. Students’ problem-solving skills are explored using problem-solving skills tests. Based on the data analysis, it is found that the improvement of students’ problem solving skills of experimental group and control group differ significantly. Improved students’ problem solving skills in experiment group was higher than control group. It can be concluded that the implementation of the PSVL model can improve students’ problem-solving skills.

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.