Augmented reality (AR) is a new technology in education, and teachers are still rarely familiar with the technology. The study aimed to introduce AR technology and determine the perspective of science teachers from various educational backgrounds on implementing AR in science learning. A mixed research design was employed in collecting quantitative and qualitative data using an online survey and one-on-one semi-structured interviews. The study participants are 32 teachers with different educational backgrounds in the Association of Science Education Teachers in West Bandung, Indonesia. The interviews were conducted with six participants selected randomly. The study found that many teachers had less knowledge of AR technology because they had experienced it for the first time. However, they were highly interested in implementing the technology in science learning after exploring its use independently. From the perspective of teachers, AR has the potential to be implemented in science learning. It could facilitate abstract concepts considered difficult for students to visualise and increase their interest and motivation in the learning process. Therefore, teachers need further training to implement AR optimally in science learning. Keywords: Augmented reality, science education, teachers' perspectives, technology, TPACK framework

Technology advancements and an increasing number of mobile phone owners among junior high school students have opened opportunities for teachers to integrate technology into the learning process, especially in science learning. Before implementing mobile learning in the classroom, researchers must assess whether students are ready to adopt the technology. Adding the perspective of junior high school students in West Java, the research aims to present a quantitative survey on students' mobile learning readiness. An online questionnaire survey was used to collect data in this study. The results shown that students can use mobile learning in science learning. Almost all students have mobile phones to support mobile science learning. However, some students are still worried about the problem of costs when learning using mobile because it requires internet access. Nevertheless, students agreed to know more about mobile learning. These findings can serve as a reference point for further studies if mobile science learning is widely used in junior high schools.

Current learning aims to improve students' skills to face 21st-century life. Creative thinking skills include 21st-century skills in innovation and technological development. This study aims to determine the improvement of students' creative thinking skills in the pandemic era using inquiry-based learning. This study uses a mixed method with an embedded design. The creative thinking skills test instrument is in the form of 14 open-ended questions developed based on the Scientific Creativity Structure Model compiled by Weiping Hu and Philip Adey. The analysis data using paired t-test. The results of statistical tests using paired t-tests showed a significant value of 0.000. Based on the decision-making criteria, if the significance value is less than 0.005, then Ho is rejected. The result can be interpreted as a significant difference between the pre-and post-test results. In addition, the increase in pretest-posttest scores was tested using n-gain and obtained a score of 0.55 in the medium category. Therefore, implementing levels of inquiry with blended learning on the light wave concept can improve the creative thinking skills in the medium category.

Technology has an essential role in the educational field. Technology-based mobile has the potential to improve education through Augmented Reality (AR). This study investigates the effect of mobile augmented reality on physics learning achievement and students' opinions on using this technology. The study used a convergent parallel pattern from mixed-method models in which quantitative and qualitative data are collected simultaneously and analyzed independently. The study participants are 64 (7th-grade students) who are learning solar system concepts at one of the junior high schools in West Java Province, Indonesia. This study collects pre- and post-test data as quantitative data to analyze students' learning achievement using the normalized gain score. The result showed that the students using mobile augmented reality have higher criteria for learning achievement than those using textbooks. The qualitative data was collected from interviewed students after using mobile augmented reality and analyzing using descriptive analysis. The results of the student opinion state that augmented reality is a new learning environment that effectively helps them understand physics concepts, enhances students' learning achievement and helps concretize abstract concepts through visual 3D simulations. Moreover, according to the study, students find it easier to understand physics concepts after using mobile augmented reality.

Cu2ZnSnS4 is a promising material for low-cost thin-film solar cells. This paper reports a new approach to fabricating a solar cell using a Superstrate and Substrate configuration. We utilized a non-vacuum deposition process to deposit Copper Zinc Tin Sulfate (CZTS) and Cadmium Sulphate (CdS) on a glass substrate. To achieve this, we adopted the sol-gel spin coating method for CZTS and the Chemical Bath Deposition (CBD) method for the CdS layer. The solar cell has two structures: ITO/Cu2ZnSnS4/CdS/Ag for substrate configuration and ITO/CdS/Cu2ZnSnS4/Ag for superstrate configuration. The Cu/(Zn+Sn) atomic ratio was set to 0.86, while Zn/Sn was set to 1.25. Our CZTS/CdS solar cell achieved a 48.7 × 10-6 % power conversion efficiency with a 1.40 eV band gap and 98.71 % external quantum efficiency at 373 nm for the superstrate configuration. For the substrate configuration, the power conversion efficiency was 19.0 × 10-6 % with a 1.49 eV bandgap and 95.74 % external quantum efficiency at 321 nm. Based on the results presented in the text, the CZTS solar cell with a superstrate configuration achieved a higher power conversion efficiency and external quantum efficiency than the substrate configuration. The superstrate configuration allowed for better light absorption in the CZTS layer and reduced the reflection of light back into the substrate. This configuration also prevented the back diffusion of CdS into CZTS and improved the electrical performance of the solar cell. Therefore, the superstrate configuration is more efficient than the substrate configuration for CZTS solar cells.