Understanding the concept as one of the keys to success in studying science especially Physics, so do not have to memorize the formula but enough just by understanding the concept alone. Based on observations during community research activities, some positive results were obtained: Participants showed very high attention to the material using PhET Simulation. From the preliminary test in cycle I the pretest score of about 10% is able to answer to 77.5%, while in cycle II the value of the dropper about 20% increased to 97.5%. While for the activity of students which cover the realm of ability to use PhET Simulation from 73,75% in cycle I increase to 85% in cycle II, In enthusiasm Attitude enthusiasm using PhET Simulation from 75% in cycle I increased to 86,25% in cycle II, In the field of cooperation in the group using PhET Simulation of 72.5% in the first cycle increased to 86.25% in cycle II. In the realm of the ability to use worksheets in PhET Simulation from 75% in cycle I increased to 88.75% in cycle II. In the sphere of participation in the discussion using PhET Simulation from 75% in the first cycle increased to 86.25% in cycle II. The result of the research is the increasing of concept comprehension and the increasing of student learning activity.Keywords: PhET Simulation, Conceptual Understanding, Learning Activities. AbstrakPemahaman konsep sebagai salah satu kunci keberhasilan dalam mempelajari sains khususnya Fisika, sehingga tidak harus menghapal rumus tetapi cukup hanya dengan memahami konsepnya saja. Berdasarkan pengamatan selama kegiatan penelitian masyarakat, diperoleh beberapa hasil yang positif diantaranya adalah: Para peserta menunjukkan perhatian yang sangat tinggi terhadap materi dengan menggunakan PhET Simulation. Dari Tes awal pada siklus I nilai pretes dari sekitar 10% yang mampu menjawab menjadi 77,5%, sedangkan pada siklus II nilai pretes dari sekitar 20% meningkat menjadi 97,5%. Sedangkan untuk aktivitas mahasiswa meliputi ranah kemampuan menggunakan PhET Simulation dari 73% pada siklus I meningkat menjasi 85% pada siklus II. Pada ranah Sikap antusias menggunakan PhET Simulation dari 75% pada siklus I meningkat menjadi 86,25% pada siklus II. Pada ranah kerjasama dalam kelompok mengunakan PhET Simulation dari 72,5% pada siklus I meningkat menjadi 86,25% pada siklus II. Pada ranah kemampuan menggunakan lembar kerja PhET Simulation dari 75% pada siklus I meningkat menjadi 88,75% pada siklus II. Pada ranah partisipasi dalam siskusi mengunakan PhET Simulation dari 75% pada siklus I meningkat menjadi 86,25% pada siklus II. Hasil dari penelitian adalah bertambahnya pemahan konsep dan meningkatnya aktivitas belajar mahasiswa.Kata Kunci: PhET Simulation,Pemahaman konsep, Aktivitas belajar.

The purpose of this research is to develop a quiz-based assessment tool that can measure students' competence in physics. This research is a type of research on the development of a 4-D model (four-D model) which consists of four stages, namely: definition, design, development and dissemination. The results of the development research got validation results from linguists with an average of 3.57, a percentage of 89% and a "very valid" category. The results of material expert validation with an average of 3.6 percent from 90% and the "very valid" category. The results of media expert validation with an average of 3.4, the percentage of 85% and the "very valid" category. The results of the student observation sheet provide evaluation results of student observations with an average of 15.25% and a percentage of 95.3%. The results of the product capability questionnaire assessment results with the assessed aspects adjusted to the type of product produced with a total of 64 and an average of 3.2 with a proportion of 80% and categorized as "very good". The results of the student response questionnaire on the practicality of students with an average of 54.65, the proportion of 91% and the category "very practical". The results of the student effectiveness questionnaire with an average of 38 percent 95% and the category "very effective".

Indonesia is currently undergoing major changes caused by Covid-19. One of the big changes is the increase in medical waste. Article 1 number 1 of Government Regulation No. 101 of 2014 concerning Waste Management of Hazardous and Toxic Materials ("PP No. 101 Of 2014") Covid waste is included in hazardous and toxic materials or B3 because it can harm health even to human safety. In addition to damaging the environment of medical waste used to handle Covid is at great risk of transmitting coronavirus if not managed appropriately. Because of this, this paper aims to control the presence of B3 waste so as not to further spread the virus and damage the environment. The method used is literature studies. The objective can be obtained by managing medical waste by means of reduction, storage, collection, transportation, management, hoarding. Every party that produces B3 waste must manage their waste that is infectious with Covid-19. It is not recommended to be immediately disposed of and can be destroyed first by burning and placed in a special place of infectious waste. It must be done the right management by separating the according with the type of waste. For the parties who still violate existing regulations, can be sanctioned. So that the environment can be protected and break the chain of spread of Covid-19.

Pengkajian ini merupakan penelitian kualitatif dengan menggunakan desain eksploratori dalam penentuan prioritas terhadap peran dan alternatif strategi pengembangan P2MKP didasarkan atas bobot prioritas atau kepentingannya dengan menggunakan metode Analytical Hierarchy Process (AHP). Keterpaduan antara program pelatihan P2MKP dengan penyelenggaraan penyuluhan” merupakan strategi yang paling diprioritaskan dalam membangun sinergitas P2MKP dengan penyelenggaraan penyuluhan perikanan, dengan bobot 31,52%, kemudian strategi “pengikutsertaan koordinator penyuluh daerah sebagai pembina P2MKP”, dengan bobot 28,56% sebagai prioritas kedua, dan strategi “sebagian instruktur berasal dari penyuluh perikanan” dengan bobot 24,17% sebagai strategi prioritas ketiga dalam membangun sinergitas P2MKP dengan penyelenggaraan penyuluhan perikanan. Dari beberapa strategi pengembangan P2MKP yang dapat dilakukan dalam rangka mendukung proses peningkatan kompetensi sumber daya manusia kelautan dan perikanan: Strategi “pengikutsertaan/ peningkatan peran penyuluh perikanan” merupakan strategi pengembangan P2MKP yang paling diprioritaskan, kemudian strategi “optimalisasi penyelenggaraan pelatihan” sebagai prioritas kedua, dan strategi “pembangunan kemitraan strategis” sebagai strategi prioritas ketiga.