<p>Tujuan penelitian ini adalah mengidentifikasi pemahaman konsep siswa dan miskonsepsi siswa pada materi gerak melingkar beraturan.  Jenis penelitian yang digunakan adalah deskriptif  kuantitatif. Penelitian dilaksanakan  di  SMA  negeri  8  semarang. Teknik pengumpulan data berupa dokumentasi dan tes. Tes yang digunakan adalah tes diagnostik pilihan ganda <em>four</em><em>-tier</em>. Hasil analisis uji validasi secara keseluruhan aspek persentasenya adalah 80.2% dengan kategori layak digunakan sebagai tes diagnostik pada materi gerak melingkar beraturan.  Tes diagnostik <em>four tier</em> dapat digunakan untuk mendeteksi pemahaman konsep siswa dan miskonsepsi siswa. Siswa kelas XI di SMA Negeri 8 Semarang teridentifikasi mengalami miskonsepsi pada materi gerak melingkar beraturan dan perlu ditingkatkan pemahamannya.</p><p> </p><p> </p>

This research developed four-tier multiple choice test items to measure its validity, reliability, characteristics, and students’ misconceptions on Simple Harmonic Motion material. This research was Research and Development (R & D) using 3D (Define, Design, and Develop) development model. The tenth graders of 1 Slawi Senior High School participated in tryout test and the eleventh graders of 1 Kramat Senior High School participated in the final field test. This research used documentation, interviews, questionnaires, and tests to collect the data. The developed test consisted of 30 four-level multiple choice items covering questions, the level of confidence in answering questions, reasons, and the level of confidence in giving reasons. This research yielded validity, reliability, discrimination power, difficulty level, and the percentage of misconceptions analyses. Validation results from 8 validators stated that the instrument was very feasible with the average percentage of 86.23%. The content validity result using Aiken coefficient got the average score of 0.80 with the valid category at the 0.05 significance level. The reliability of the developed test was 0.892. The difficulty level indicated 5 easy items, 22 medium questions, and 3 difficult questions. Students experienced misconceptions on Simple Harmonic Motion material of 58.63% in the medium category.

Pembelajaran jarak jauh membuat siswa kesulitan dalam belajar fisika yang abstrak sehingga diperlukan media yang menarik minat belajar siswa. Scratch merupakan salah satu media yang mendukung dalam pelaksanaan pembelajaran tersebut. Tujuan penelitian ini adalah mengetahui kelebihan dan kekurangan serta keterampilan computational thinking selama menggunakan media pembelajaran scratch pada fisika jenjang SMA. Metode yang digunakan adalah Systematic Literature Review dengan analisis deskriptif kualitatif. Scratch mampu meningkatkan keterampilan computational thinking siswa karena didesain untuk mengembangkan kreatifitas dengan membuat animasi dan simulasi, kemampuan berpikir secara sistematis, kolaboratif dan dapat merealisasikan algoritma sehingga mampu menerapkan pola pikir logika yang dapat membuat konsep sederhana menjadi kompleks dalam pembelajaran fisika.

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Assessing the habits of mind among prospective teachers is an essential part of learning. Therefore, this research aims to develop the habits of mind instrument in the context of basic physics practicum. It was conducted using the research and development method which has three stages namely (1) planning the test, (2) implementing the test, and (3) determining the validity and reliability. The sample consisted of 105 biology teacher candidates taking basic physics courses. The habits of mind instrument developed was in the form of a questionnaire consisting of 52 items and is related to basic physics practicum. Furthermore, exploratory factor analysis and the Rasch model approach were used in developing the instrument. Based on expert judgment using Fleiss Kappa, the content validity was 0.700 and was classified in the good category. The developed instrument was considered reliable based on Cronbach’s alpha value of 0.970. The exploratory factor analysis reduced the dimensions of the instrument to 11 factors. The analysis of the Rasch model met the element of unidimensionality. There is no bias on the instrument based on gender and place of residence. However, efforts are needed to overcome the lack of creative thinking habits among prospective biology teachers.