This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.

The low level of scientific literacy of ninth grader (based on PISA score) is a trigger for science education researchers to carry out various innovations. In addition, changes in the educational platform in the new normal era, where technology becomes a mainstream, causes innovation in science education move towards providing digital technology-based media. The quality of science education at lower levels can be the cause of the low scientific literacy of students. By the reasons, the study aims to develop digital comics on the growth and development of living things for science learning in the elementary school. The media was developed on the basis of scientific literacy. The enhancement of students’ scientific literacy was then investigated on using quasi-experimental research methods with a two-group pre-/post-test design. The research subjects were third-grade students from one of the private schools at Padang City, West Sumatra, Indonesia. The experimental class selected was class III B with 19 students consisting of 12 male students and seven female students, while class III A is a control class. The results show that digital comics media are very interesting and make children fun, because apart from an attractive appearance with fun colors, it also displays a storyline that brings children into the story world. The use of the context of everyday life causes children to easily follow the story line. Science content is presented as an explanation of the context presented. Competence or thinking skills are trained through questions in the narrative. This comic also touches on the positive side of attitude, about good and bad in context, so that it can invite children to choose and be responsible for choices. The results of the implementation show that the use of digital media can effectively increase the average score of scientific literacy in the experimental class, which is significantly higher than the average score in the control class. Further studies are needed using more and more diverse subjects to ensure the sustainability of the effects of using digital comics on students’ scientific literacy.

Some contents of physics provide abstract concepts (e.g. electricity) so they are demanding to be visualized and students are challenging to understand. However, the recent development in technology namely augmented reality can be used as a learning media to depict the some abstract concepts in physics. This study aimed to examine the implementation of learning media-based augmented reality that was developed in electricity topics to enhance students' conceptual understanding. The research method used in this study was pre-experiment with one group pretest-posttest design. The participant of this study was 30 students in the first year of one public vocational high school in Garut. Students' conceptual understanding was snapped using an instrument test (26 item questions) developed in multiple choices. In addition, average gain and normalized gain were used to analyze the enhancing of students' conceptual understanding. The result of this study portrayed that improvement of conceptual understanding was in medium category. This case was illustrated by average gain (29.0) and normalized gain (0.56). According to result findings of this study can be inferred that learning media-based augmented reality developed in electricity topics could enhance students' conceptual understanding.

This study aimed to investigate the improvement to pre-service teacher's communication skills through Higher Order Thinking Laboratory (HOT Lab) on electric circuit topic. This research used the quasi-experiment method with pretest-posttest control group design. Research subjects were 60 students of Physics Education in UIN Sunan Gunung Djati Bandung. The sample was chosen by random sampling technique. Students' communication skill data collected using a communication skills test instruments-essays form and observations sheets. The results showed that pre-service teacher communication skills using HOT Lab were higher than verification lab. Student's communication skills in groups using HOT Lab were not influenced by gender. Communication skills could increase due to HOT Lab based on problems solving that can develop communication through hands-on activities. Therefore, the conclusion of this research shows the application of HOT Lab is more effective than the verification lab to improve communication skills of pre-service teachers in electric circuit topic and gender is not related to a person's communication skills.

Creative thinking skill is one skill that is very needed in the21st century. Therefore, development of creative thinking skills through physics teaching and learning is important. This research applies higher order thinking virtual laboratory (HOTVL) on the topic of electric circuit to facilitate students' creative thinking skills. The research addresses the comparation of the improvement of the creative thinkingskills between students had experiment using HOTVL and verification lab model.This research used a quasi-experiment method with control group pretest-posttest design. The subject of this research are senior high school students in grade XII which were taken using purporsive sampling. A sample of seventy (70) students participated in the research. An equivalent number of thirty five (35) students were assigned to the control and experimental group. The resuslt showed that the improvement of the students creative thinking skills who conducting HOTVL model is higher than those who conducting verification lab model. These results indicate that the HOTVL is effective to improve creative thinking skills of the student in the concept of electric circuit.