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

One of the phenomena of gourami fish is the jumping motion. In analyzing the fish motion, errors are often experienced in observations, tend to be subjective or take a long time. An alternative software to analyze the fish motion is the Tracker software. The study aims to analyze the video of the Gourami fish motion phenomenon using Tracker software in the mechanical energy conservation practicum. This type of research is experimental research. Based on the results, the greater the mass of the fish indicates the greater the kinetic energy and potential energy in the motion of the fish. Kinetic energy depends on the mass and speed of the Gourami fish jumping. While the potential energy depends on the height of the Gourami fish when jumping. It is also affected by the fish's mass and the acceleration of gravity. The video analysis of the motion of the jumping gourami using Tracker can be used in science learning, especially in physics practicum about the law of conservation of mechanical energy

Tujuan penelitian yaitu mengetahui ada atau tidak : 1) perbedaan pengaruh model discovery learning dan problem based learning didukung modul LCDS terhadap hasil belajar kognitif, 2) perbedaan pengaruh antara tingkat ketekunan belajar terhadap hasil belajar kognitif, dan 3) interaksi antara pengaruh model pembelajaran dan tingkat ketekunan belajar fisika terhadap hasil belajar kognitif. Metode penelitian ini yaitu eksperimentasi dengan desain faktorial 2x2. Populasi penelitian ialah seluruh peserta didik kelas X SMA Pradita Dirgantara Boyolali tahun pelajaran 2020/2021. Sampel diambil dengan teknik cluster random sampling dan terambil dua kelas yakni 30 peserta didik kelas X C (kelas eksperimen) dan 30 peserta didik kelas X D (kelas kontrol). Teknik pengumpulan data memakai teknik dokumentasi, teknik tes, dan teknik angket. Data dianalisis dengan uji anava dua jalan frekuensi sel tak sama. Kesimpulan hasil penelitian: 1) Ada perbedaan pengaruh antara penggunaan model discovery learning dan model problem based learning didukung modul LCDS terhadap hasil belajar kognitif (F observasi = 6,057 > F tabel = F 0,05;1;56 = 4,01). 2) Ada perbedaan pengaruh antara tingkat ketekunan belajar fisika terhadap hasil belajar kognitif (F observasi = 5,093 > F tabel = F 0,05;1;0,56 = 4,01). 3) tidak ada interaksi antara pengaruh model pembelajaran dan tingkat ketekunan belajar terhadap hasil belajar kognitif.

Assessment for Learning (AfL) is useful for redesigning the online learning strategies further to improve students’ abilities, especially for 21st century students’ abilities. To achieve these competencies through the AfL model, assessment models are needed. This study discusses the model for AfL based on a needs analysis survey, using a questionnaire. In this study, the object of the research study was 30 students of the Physics Education Department of Universitas Sebelas Maret class of 2017, 2018, and 2019. The data on this paper were analyzed qualitatively. The results showed that most students use Google Classroom for online learning. However, giving feedback is not considered the maximum given by the lecturer. The results of interviews with 15 respondents obtained a form of learning assessment model that emphasizes the existence of feedback so that the model of AfL can be applied to achieve learning objectives and 21st century student competencies are achieved namely communicative, creativity, critical thinking, and collaborative. Thus, activists and education stakeholders get a picture of the urgency feedback in the learning process using the AfL model which is integrated into technology of Era Society 5.0 in the world of education.

This study aims to explain the phenomenon of motion in hamsters moving in a rolling wheel. Motion is one of the materials taught at the 7th-grade junior high school. The study can be used in learning with the practicum method, namely animal motion. Hamster (Cricetinae) motion is analyzed using a video tracker analysis application with a javascript program. This study used a direct experiment using a hamster using four reference points, namely the forelegs, head, middle body, and hind legs. The results of data analysis from the tracker application were processed using the Microsoft Excel program to obtain a graph of changes in the position and velocity of the hamster. Hamster motion on the rolling wheel is a type of translational motion, namely uniform linear motion.  Changes in the hamster's position indicate motion on a horizontal line. The velocity obtained in the tracker application is more accurate than manual calculations.