The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students' problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample T-Test can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students' physics problem-solving skills, communication skills, the students' confidence in learning, as well as improving students' understanding of physics lessons conceptually.

The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.

Industrial revolution 4.0 is currently present in various countries, including Indonesia. Indonesia responded quickly through technological developments, especially education. The actions of the Indonesian government to deal with industrial 4.0 are contained in the 4C principle, one of which is Critical Thinking. The Science, Technology, Engineering, and Mathematics (STEM) learning approach has become an alternative in building critical thinking skills, especially in science learning. The purpose of this study is to quantitatively measure the impact of the STEM-inquiry model based on the K-13 Indonesian Curriculum towards critical thinking skills of 15-16 years old students. This study employed quasi-experimental with non-equivalent control group design at SMAN 1 (State Senior High School) Padang Cermin, Lampung, Indonesia. The research subjects consisted of 50 students. The critical thinking skill was measured through 10 items of an essay question on the momentum and impulse material. Based on the results of the non-parametric statistical hypothesis test Mann Whitney, the significance level of 0.004 was obtained (sig <0.05). The results of the hypothetical test showed that the student's critical thinking skills before and after using the STEM-based inquiry model were different. It can be concluded that the application of the STEM-based inquiry model was effective in increasing students' critical thinking skills.

Augmented reality (AR) is a breakthrough in future technology trends that combine information and virtual objects that draw the user’s imagination into a real scene. The implementation of AR into the world of education will greatly affect the transformation of education, especially in the physics education laboratory. The purpose of this research was to analyze the application of the AR in the physics laboratory by providing bibliometric analysis so that the opportunities for further research can be presented. The data had been collected from the Scopus database. There were 80 articles found using the keywords “Augmented Reality and Physics”, 21 articles were found using the keywords “Augmented Reality and Physics Education” and 10 articles were found using the keywords “Augmented Reality and Physics Laboratory”. Then all data was classified according to the type of co-occurrence analysis based on the keywords of the author, co-authorship for unit countries, publication density, and year of publication using VOSviewer software. Based on the analysis, research on the augmented reality-based physics laboratory on the Higher-Order Thinking Skill (HOTS) aspect has never been studied. Previous research discussed physics laboratory experiments based on AR technology using Smart glasses to foster the concept of heat conduction and the effects of AR technology on students’ cognitive in the physics laboratory. Thus, HOTS on AR-based physics laboratories can be opportunities for future research.

Physics learning barriers have been studied quite a lot, one of which is epistemological learning barriers. This study aims to determine the epistemological learning barriers and what the percentage of epistemological learning barriers on Newton’s law material about motion in one of the engineering class at one of the vocational high school in Indonesia. Therefore, the researchers reported the results of research related to epistemological learning barriers. This research was qualitative descriptive research. The subjects of this research were 65 students with an age range of 14-15 years. The data was collected using tests and interviews, then analyzed using data reduction, data presentation, and conclusions. The data validity was determined using technical triangulation. The results of this research indicated that high epistemological barriers were found in two indicators, namely the incorrect calculation and the difficulty to determine the right calculation units on the Newton’s First, Second, and Third Laws with the percentages of 88.75%, 6.87%, and 98.45% respectively. The average percentage epistemological learning barriers on the Newton’s First Law was 61.7% within the moderate category and the average percentages of epistemological learning barriers on Newton’s Second and Third Laws were 70.61% and 76.50% within the high categories. Based on these results, it can be concluded that students had difficulty calculating and determining Newton’s Laws’ unit of calculation. It indicated that the students experience epistemological learning barriers with a high category.