Currently, we are facing the rapid development of information and communication technology (ICT) that characterizes the 21st century. Challenges, problems, life, and careers in the 21st century can be successfully faced if we master 21st-century skills. However, nowadays it is still very rare to develop a 21st century skill measurement model, so it is necessary to develop test instruments to measure 21st century skills. The development of test instruments to measure 21st-century skills in Indonesia is still very open, with attention being paid to the clarity of the instrument in describing real phenomena and complete data as material for problem solving. Based on the description above, the researchers developed a multiple-choice test based on experimental activities to measure students’ 21st century skills, which are creativity, critical thinking, collaboration, and communication (4Cs) in heat and heat transfer using research and development (RD) methods with the analyze, design, develop, implement, and evaluate (ADDIE) stage. Development begins with conducting literature and field studies, designing and making videos of experiment activities, compiling open-ended questions, distributing them to 12th graders of science, analyzing answers based on references, developing answer options, developing multiple-choice tests, conducting validation by experts, and testing limited to students. The product of this research is expected to be used by educators and students for independent learning activities or as an example to develop multiple choice tests based on experimental activities to measure 21st century skills in other physics materials and other subjects.

This reseach aims to analyze the correlation between students scientific creative and critical thinking to their scientific reasoning skill related to sound concept. The participant of this research were 42 students from eleventh-grade of science in one of the Private School in Bandung. In this research we use one package scientific creative-critical thinking to solve sound problem and in term of open ended question and scientific reasoning skills instrument in term of multiple choice question related to sound concept. The result of this research showed that the students average score of scientific creative and critical thinking respectively is 23.67 and 17.36 from maximum score 64 and 48. Both of them are in low category achievement. And for average score of scientific reasoning skills is 36.70 from maximum score 100 and it's in low category achievement. Meanwhile, for the correlation between scientific creative-critical thinking skills and scientific reasoning skils respectively are 0.57.

The brane-world cosmological model in higher-dimensional spacetime with a bulk scalar field is investigated. We derive the (4+n)-dimensional gravitational field equations for the scalar field on the (3+n)-brane in a (5+n)-dimensional bulk with Einstein gravity plus a self-interacting scalar field. The (4+n)-dimensional gravitational field equations can be formulated to standard form with the extra component. Using this formalism we study the Kaluza-Klein brane cosmology. We derive the Friedmann equation and a possible energy leak out of the brane into the bulk. We present some exact solutions corresponding to vacuum brane and matter on the brane.

The PISA results for Indonesian Students are lowest among Asian countries in the past two successive results. Therefore various Innovations in science learning process and its effectiveness enhancing student's science literacy is needed to enrich middle school science teachers. Literacy strategies have been implemented on health technologies theme learning to enhance Indonesian Junior high school Student's Physics literacy in three different health technologies e.g. Lasik surgery that associated with application of Light and Optics concepts, Ultra Sonographer (USG) associated with application of Sound wave concepts and Work out with stationary bike and walking associated with application of motion concepts. Science learning process involves at least teacher instruction, student learning and a science curriculum. We design two main part of literacy strategies in each theme based learning. First part is Integrated Reading Writing Task (IRWT) is given to the students before learning process, the second part is scientific investigation learning process design packed in Problem Based Learning. The first part is to enhance student's science knowledge and reading comprehension and the second part is to enhance student's science competencies. We design a transformation from complexity of physics language to Middle school physics language and from an expensive and complex science investigation to a local material and simply hands on activities. In this paper, we provide briefly how literacy strategies proposed by previous works is redesigned and applied in classroom science learning. Data were analysed using t- test. The increasing value of mean scores in each learning design (with a significance level of p = 0.01) shows that the implementation of this literacy strategy revealed a significant increase in students' physics literacy achievement. Addition analysis of Avarage normalized gain show that each learning design is in medium-g courses effectiveness category according to Hake's classification.