Learning of physics according to the curriculum 2013 emphasizes the comprehensive achievement of student competence, so that the equality between soft skills and hard skills is formed. The role of learning materials especially physics subject is very important to support implementation of curriculum for physics learning. In fact, the knowledge and skills content of physics learning materials used students in school is more than attitude content. Development of physics learning materials integrated the values of emotional intelligence is the alternative solution of this problem. This research use Research and Development (R&D) method. This paper explains results of preliminary and main field testing of the physics learning materials integrated the values of emotional intelligence. This product has a validity value of around 85.83 or a very valid category. Based on data analysis, there are two results from this research. First, the practicality value of product according to teacher and student are an average score of 88.1 and 82 respectively or very high category. Second, the physics learning materials integrated emotional intelligence values is effective to improve the student competences in learning. The results of research indicate that the emotional intelligence value developed in physics material is feasible using in physics learning than it able to realize the comprehensive competence achievement.

Assessment in the 2013 curriculum in terms of three aspects, that is assessment of attitudes, knowledge and skills. Skills assessment has several assessments that is performance assessment, portfolio assessment, product assessment and project assessment. Project assessment is comprehensive because it can assess from all aspects of the assessment. The fact is found in the school that teachers have not used technology in assessing the learning process. So that it takes a long time to assess and assign project assignments that are not yet optimal. One effort that can be done is to create a software of project skills assessment that contains project assessments to assist teachers in the learning assessment process on basic skills competencies that include project assignments given to students. The purpose of this study was to produce a valid software of project skills assessment on the kinetic theory of gases and thermodynamics. This type of research was R&D (Research and Development). The object of this research was the software of project skills assessment. The data collection instrument was carried out with a validation questionnaire sheet. The data analysis technique used is descriptive statistics. Based on data analysis, the software of project skills assessment named Project Valuer has been validated by experts in terms of five components, that issoftware content, language, software display design, software engineering, and visual communication obtained by an average percentage the validation value with very high criteria. This means that the software of project skills assessment based android for kinetic theory of gases and thermodynamics is valid.

Verbatim transcription of qualitative data is a cornerstone of analytic quality and rigor, yet the time and energy required for such transcription can drain resources, delay analysis and hinder the timely dissemination of qualitative insights. In recent years, software programs have presented a promising mechanism to accelerate transcription, but the broad application of such programs has been constrained due to expensive licensing or per-minute fees, data protection concerns, and limited availability of such programs in many languages. In this article, we outline our process of developing and adapting a free, open-source, speech-to-text algorithm (Whisper by OpenAI) into a usable and accessible tool for qualitative transcription. Our program, which we have dubbed Vink for voice to ink, is available under a permissive open-source license (and thus free of cost). We assessed Vinks reliability in transcribing authentic interview audio data in 14 languages, and identified high accuracy and limited correction times in most languages. A majority (9 out of 12) of reviewers evaluated the software performance positively, and all reviewers whose transcript had a word-error-rate below 20% (n=9) indicated that they were likely or very likely to use the tool in their future research. Our usability assessment indicates that Vink is easy-to-use, and we are continuing further refinements based on reviewer feedback to increase user-friendliness. With Vink, we hope to contribute to facilitating rigorous qualitative research processes globally by reducing time and costs associated with transcription, and expanding the availability of this transcription software into several global languages. With Vink running on the researchers computers, data privacy issues arising within many other solutions do not apply.

The fundamental background of this study is that researchers want to pilot the use of discovery learning models, whether discovery learning models can be an effective alternative in closing the weaknesses of models that have been used before or vice versa. This study was conducted with the aim of determining the effect of the discovery learning model on the text writing skills of observation reports of grade VII students of SMP Negeri 24 Padang. Thisstudy researchers used experimental research methods to reveal cause-and-effect relationships with hypotheses. This research uses a research design or design in the form of one group pretest-posttest design. The population in this study is grade VII students of SMP Negeri 24 Padang who are registered for 2022-2023 which amounts to 254. Based on data analysis and previous discussions, several results can be presented. First, the skill of writing the text of the observation report of grade VII students of SMP Negeri 24 Padang before using the discovery learning model obtained a number of 66.38 with a classification of "More than Enough". Second, the skill of writing the text of the observation report of grade VII students of SMP Negeri 24 Padang after using the discovery learning model obtained an average score of 87.99 with a classification of "Very Good". Third, there is a significant influence in the use of the discovery learning model on the ability to write text reports of observations of grade VII students of SMP Negeri 24 Padang. This is evidenced by the increase in the average score of writing the text of student observation reports before and after using the discovery learning model. Based on the results of the t-test, it was concluded that there was a significant influence in the use of the discovery learning model on the skill of writing the text of the observation report of grade VII students of SMP Negeri 24 Padang, because the significance value of the ≤ from the t-test table. Thus,  accepted and  rejected. So, there is a significant influence on the use of the discovery learning model in learning to write text reports of observations of grade VII students of SMP Negeri 24 Padang.

DSSC (Dye-Sensitized Solar Cell) is a type of third-generation solar cell based on dye as a photon absorber that has been widely used. In this study, modifications were made to tannin dyes to increase double bonds. Modifications were also carried out on the semiconductor by means of TiO2-CuO doping. TiO2-CuO doping can reduce the energy gap thereby increasing the TiO2 conductivity. The dyes were characterized using FTIR and GC-MS, while the TiO2-CuO doping was characterized using a UV-DRS Spectrophotometer. The results of FTIR characterization of poly tannin dyes have shown specific groups of polymerization of polytannin glutaraldehyde resin. The characterization of TiO2-CuO doping showed a decrease in the energy gap of 3,2 eV to 3,01 eV. The highest efficiency was produced at 90 minutes polymer time with a tannin monomer concentration of 0,4 M of 8,332%.