Flipped Classroom merupakan model pembelajaran abad 21 yang memfasilitasi siswa mempelajari konten (belajar) di luar kelas atau di rumah secara mandiri, kemudian melakukan diskusi atau active learning di kelas. Education for Sustainable Development (ESD) merupakan suatu konteks atau isu-isu yang akan dijadikan masalah terkait model pembelajaran yang digunakan dan berkaitan dengan ESD yang dapat membangun Sustainability Awareness siswa. Penerapan Flipped Classroom dalam konteks ESD pada penelitian ini bertujuan untuk meningkatkan kemampuan kognitif dan membangun Sustainability Awareness siswa. Penelitian ini menggunakan desain The one group pretest-posttest design. Instrumen yang digunakan adalah tes kemampuan kognitif dalam bentuk soal pilihan ganda, angket Sustainability Awareness, dan lembar observasi keterlaksanaan Flipped Classroom dalam konteks ESD. Instrumen diberikan kepada 29 siswa di salah satu SMP Negeri di Kota Bandung. Hasil penelitian menunjukkan bahwa penerapan Flipped Classroom dalam konteks ESD dapat meningkatkan kemampuan kognitif siswa dan membangun Sustainability Awareness setelah kegiatan pembelajaran.

Learning of physics always related to conceptual understanding. In the learning process, there can be a difference in conceptual understanding that causes misconceptions. Misconceptions can occur in a variety of physics material, including on momentum and impulse. The purpose of this study was to investigate students’ misconceptions about momentum and impulse through Interactive Conceptual Instruction with computer simulation. This study was conducted to 10th grade consists of 30 students. The sampling technique is purposive sampling. The method used is quasi-experimental with research design is one group pre-test and post-test. The instrument used to investigate students’ misconceptions is form four-tier diagnostic test. The result shows that misconceptions before treatment higher than after treatment. It can be concluded that Interactive Conceptual Instruction with computer simulation is better in facilitating student learning process on momentum and impulse.

One of the factors causing the low level of student’s conceptual knowledge on optical device materials is the difficulty of students to observe the shadow formation process so that one can see an object. Students difficult to understanding the function and way of working the parts of the eye. Therefore, it is necessary to develop computer-based instructional learning media on optical device materials. The development of learning media using development method with the sample of research as many as 23 high school students. The instruments utilized to determine the increase of students’ conceptual knowledge were pre-test and post-test in the form of FTOPT (Four-Tier Optic and Photonics Test). After using Optics Simulation (OpSi) in physics learning, student’s conceptual knowled2,5ge of optical device material has increased as indicated by the normalized gain <g> = 50,93% with the medium category.

Misconceptions frequently occur in various physics concepts, including momentum and impulse. Misconceptions in students must be addressed since they can hinder the learning process. This study aimed at investigating students' misconceptions on momentum and impulse material after implementing Interactive Conceptual Instruction (ICI) with computer simulations. The method employed in this study was a quasi-experimental design with One Group Pretest-Posttest Design. This research was conducted on 30 students of the tenth grade determined by the purposive sampling technique. Fifteen four-tier test items were used as the research instrument. The N-gain analysis was performed to know the reduction of misconceptions. The results showed that the N-gain value obtained was 0.46 with moderate interpretation, meaning that Interactive Conceptual Instruction (ICI) aided with computer simulations could reduce student misconceptions. The results also indicated that the misconception after treatment was smaller than before treatment. This phenomenon can be seen from the reduction of misconceptions by 11.6% after implementing Interactive Conceptual Instruction (ICI) with computer simulations. Therefore, it can be concluded that the Interactive Conceptual Instruction (ICI) with computer simulations can facilitate students in the learning process so that misconceptions can be reduced.

AbstrakReal World Situation Problem Based Learning adalah model pembelajaran yang melibatkan siswa untuk memecahkan suatu masalah yang ada di dunia nyata atau di dalam kehidupan sehari-hari yang dapat membangun pola berpikir kritis siswa. Education Sustainable Development (ESD) merupakan suatu konteks atau isu-isu ESD yang dijadikan suatu permasalahan terkait model pembelajaran yang digunakan untuk meningkatkan profil Sustainability Awareness siswa. Sehingga, Real World Situation Problem Based Learning dengan menggunakan konteks ESD dalam penelitian ini untuk meningkatkan profil Sustainability Awareness yang dimilikinya. Penelitian menggunakan metode penelitian deskriptif kualitatif. Instrumen yang digunakan adalah angket profil Sustainability Awareness dan wawancara. Instrumen diberikan kepada 30 siswa di salah satu SMA di Kota Cimahi. Hasil penelitian menunjukkan bahwa setelah kegiatan pembelajaran dengan menerapkan model Real World Situation Problem Based Learning Menggunakan Konteks ESD dapat meningkatkan profil Sustainability Awareness. Kata-kata kunci: Problem Based Learning; Education Sustainable Development. AbstractReal World Situation Problem Based Learning is a learning model that engages students to solve a problem that exists in the real world or in daily life that can build a student's critical thinking pattern. Education Sustainable Development (ESD) is a context or ESD issue that is a problem related to the learning model that is used to improve students ' Sustainability Awareness profile. Thus, Real World Situation Problem Based Learning uses the ESD context in this study to enhance its Sustainability Awareness profile. Research uses qualitative descriptive research methods. The instrument used is a questionnaire of Sustainability Awareness profiles and interviews. The instrument was given to 30 students at one high school in Cimahi. The results showed that after learning activities by implementing the Real World Situation Problem Based Learning model using ESD context could improve the Sustainability Awareness profile.