Blended-Flipped Classroom Learning is a learning method that combines blended learning with flipped classroom learning. This study aims to: (1). Design and implement Blended-Flipped Classroom Learning with the topic of Photoelectric Effect for Physics and Physics Education students in Modern Physics course; (2). Determine how the effect of Blended-Flipped Classroom Learning on student learning outcomes for the topic of Photoelectric Effect; (3). Determine students’ responses toward Blended-Flipped Classroom Learning for the topic of Photoelectric Effect. This research was descriptive and conducted at the Physics and Physics Education Department, Universitas Kristen Satya Wacana in the Modern Physics course. From the results of the research conducted it can be concluded that student learning outcomes after Blended-Flipped Classroom Learning were in the “high” and “very high” category, where most students (85.7%) were in the very high category. This result indicates that learning using Blended-Flipped Classroom Learning helps students to achieve optimal learning outcomes. Student responses to Blended-Flipped Classroom Learning were in the “good” category. It also shows that students' positive responses to the learning process can influence the optimization of their learning outcomes. This kind of learning model requires the teacher who acts as a facilitator, dynamist, evaluator and also justifier.

- Physics learning is still considered as learning that is less attractive to some students. Students’ lack of learning interest in physics learning makes their achievement low.  The purpose of this study was to develop a learning media of True or False Physics Fun Game Card, so as to make the students interested in learning physics which could increase students' interest and learning achievement. The kind of the card game "True or False Physics Fun Game Card" was developed from a 41 card game which was modified as needed. In True or False Physics Fun Game Card, there were 50 true and false statements. Moreover, there were also points of 10-25 based on the level of difficulty of the statements. The statements made based on the Hydrostatic Law, the Relating Vessel, and the Archimedes Law. The True or False Physics Fun Game Card was developed by using the ADDIE development model which consists of 5 development steps, such as analyzing, designing, development, implementation, and evaluation. This study was tested on 12 samples of the Physics students of Universitas Kristen Satya Wacana. The data obtained were processed qualitatively and quantitatively. Based on the results of this study, it was found that 93.75% of students responded positively toward the learning media “True or False Physics Fun Game Card” and the average value of the students' post-test results was 72.67. The 10 samples from a total of 12 test samples obtained the post-test result; 65, so as the percentage of the successful comprehension sample was 83.33%. This study contributed to increasing kinds of learning media and improving students' learning achievement, especially in physics learning.

Penilaian hasil pembelajaran dibutuhkan untuk membuat keputusan dalam pembelajaran. Banyak pengajar mengabaikan cara penilaian hasil belajar, dengan soal-soal yang tidak mencerminkan kemampuan siswa. Penelitian ini memberikan sebuah contoh cara menganalisa soal Fisika yang digunakan untuk mengukur kemampuan siswa dengan tepat. Banyak tehnik penilaian sudah dikembangkan untuk menilai pencapaian kompetensi hasil belajar siswa. Analisa teori respon butir atau Item Response Theory (IRT) merupakan salah satu analisa yang dapat digunakan untuk melihat ketepatan soal. Penelitian ini akan menggunakan pendekatan model Rasch. Model Rasch mengacu pada tingkat kesulitan butir soal (b) tiap item soal, dan daya beda butir soal (a) yang sama untuk seluruh item soal. Analisa butir soal menggunakan 16 butir soal Fisika pada media pembelajaran Fun Frame in Physics (FFP). Butir soal diujikan kepada 99 siswa SMP dan dianalisa menggunakan program R, dengan hasil daya beda butir soal (a) sebesar 0,815 ,  tingkat kesulitan butir rata-rata (brata2) -0,331 dengan standar deviasi 1,232552. Hasil pengkategorian soal didapatkan, soal dikatakan sangat sulit jika  b > 0,902, soal dikatakan sulit jika  -0,331 < b < 0,902, soal dikatakan mudah jika -1,564 < b < -0,331 dan soal dikatakan sangat mudah jika b < -1,564. Kesimpulan tigkat kesulitan soal FFP adalah  25% soal sangat mudah, 37,5% soal mudah, 12,5% soal sulit, dan 25% soal sangat sulit.  Karakeristik butir soal ditampilkan juga dalam bentuk fungsi informasi.Grafik fungsi informasi butir menunjukkankan bahwa gambaran karakteristik soal yang dibangun dari respon siswa terlihat mampu menggambaran kemampuan siswa, tercermin melalui nilai informasi tertinggi untuk tiap soal.

Not all schools are able to provide teaching aids as learning media because of the limited tools they have, especially in remote areas that are difficult to get tools. For schools where there is no equipment at all (there is equipment but not complete or damaged) it is necessary to procure media. This study aims to: (1) provide examples of some simple teaching aids that can be used as ideas (ideas) by teachers as learning media for facilitating learning, (2) make Learning Implementation Plans on capillary material by using simple teaching aids, (3) find out the level of students' understanding after learning using simple teaching aids in Kapilaritas material. This study used the Classroom Action Research method with the type of teacher as a researcher. In this type the teacher has a dual role as a practitioner and as a researcher. The samples used for the study were 25th-grade students of SMP Negeri 3 Tuntang as many as 25 students. Research instruments for data collection were are RPP, observation sheets of Teaching and Learning Activities (KBM), questionnaire sheets, and evaluation questions. From the observation sheet, 85.71% of students were able to attend teaching and learning activities well. From the questionnaire, as many as 92.62% of students think that the teaching aids used can show capillary events clearly, and there are / easily found in the surrounding environment. From the evaluation results, as many as 84% ​​of students scored above 70. From the study, it can be concluded that learning using teaching aids simple from used goods in the surrounding environment such as glass, axis, tissue, and cloth can show capillary events so that they can be used as learning media.

Learning about Photoelectric Effect involves various interesting physical quantities to be deeply studied. Due to the limitations of laboratory tools, the Physics Education Technology (PhET) Interactive Simulations is needed as a virtual laboratory. In order for students to independently study the Photoelectric Effect material using PhET simulation, a guide is needed in the form of independent practicum module. This study examines the effectiveness of the design of independent practicum module using PhET simulation for student understanding of Photoelectric Effect concept. Respondents in this study were 4 students of the first level of Physics and Physics Education Department in Salatiga -Central Java. The method used is descriptive research with instruments in the form of observation sheets, evaluation questions, questionnaires, and interviews. The results are all students were able to follow the steps in the module properly and each student was able to answer module questions correctly by ≥ 70% of 100%; they got score ≥ 70 of 100 with an average score of 91.25 overall; and they gave a positive response of ≥ 70% of 100% for each indicator given. Thus, the independent practicum module using the PhET simulation can be said to be effective in helping students explore the material of Photoelectric Effects independently and it can be developed for HOTS learning.