Students' developmental skills, including critical thinking skills, problem-solving skills, creativity, metacognitive skills, communication skills-collaboration, digital literacy-technology are integrated into current issues discussed at the 21st-century skills. Utilization of digital technology as media and learning resources reflects a transition of X generation to Y generation learners. The use of digital technology in learning can be an excellent opportunity to improve the 21st-century skills, particularly in the development of scientific communication skills in learning physics. This study employed 3D Page-Flipped Worksheet on impulse and momentum to improve students' scientific communication skills. This research belongs to a developmental study with 4D development model covering Define, Design, Develop, and Disseminate. The subjects were students senior high school grade X in Yogyakarta. The results showed that 72.5% of students had excellent verbal communication skills, and 65.6% had good written communication skills. Based on the results, the use of 3D Page-Flipped Worksheet is successful in constructing the students' understanding and communication skills, both oral and written.

The demands of 21st-century skills highlighted the importance of cooperation between teachers and students to achieve the expected skillthe Pedagogical knowledge of teachers in teaching and technology into things that need to be developed. The pedagogic ability of teachers in the use of technology can be a potential to improve students' abilities argument. This study aims to develop students' ability argumentation through pedagogical knowledge of teachers in using technology. The technology used is the result of the development of student worksheets 3D PageFlip Impulse and Momentum topics. The purpose of this study to look at the ability of students through the application of scientific argumentation (Technological Pedagogic Knowledge) TPK teachers in the classroom. This research is descriptive research. The data collection capability student argumentation performed by administering a written test. The subjects were students of class X at SMAN 1 Yogyakarta Prambanan. Rate scientific argumentation ability of students refers to Toulmin Argumentation Pattern (TAP). The results showed that the complexity of argumentation ability of students still at low level. These results suggest that the ability of the student arguments need to be improved. makes backing achieved a score of 2.3, with the category enough. In general, the complexity of argumentation ability of students is at a low level (claims with a single ground).

Scientific communication skills into competencies required of students in the 21st century scientific communication must be owned that is orally or in writing. This research aims to develop assessment instruments scientific communication skills of students in physics. Scientific communication skills assessment instrument is a synthesis developed into five indicators. Instruments tested on students of SMAN 6 Yogyakarta. The instrument was developed to test the construct using LISREL. LISREL analysis used in the form Confirmatory Factor Analysis (CFA) to see how the fit between indicators developed models. The results showed that scientific communication instrument had a reliability 0.82. Criteria for each item has a value infit meansquare 1:01 with grain criteria fit with the model of Rasch (meansquare infit ≤ 0.77 ≤ 1.33) with both criteria. Loading factor of each item instrument has a value of> 0.3. The results validate the results obtained construct second order confirmatory factor analysis (CFA) on 17 items results showed that p-value = 0.27505 (p> 0.05) and RMSEA = 0.031 (RMSEA> 0.05). By loading factor> 0.3 and t-value> 1.95 so that the item is valid and thus fit modelDengan scientific instruments developed communication skills can be used to measure scientific communication skills of students in physics.

Teachers are an important instrument in finding a new role that is more contextual and relevant to 21st century learning concepts offered a demanding professionalism of teachers in integrating technology, pedagogy and content knowledge (TPACK) in learning. This research aims to design a learning device in accordance with the framework using technology TPACK Quick Response (QR) Code to promote ICT literacy skills of students. The subjects were 95 students menangah school (high school) class X at SMAN 6 Yogyakarta. These results indicate that the instrument developed ICT literacy test had a reliability 0.84. Criteria for each item has a value of 0.98 with the criteria infit meansquare grains fit with the model of Rasch (meansquare infit ≤ 0.77 ≤ 1.33) with both criteria. Cohen’s interpretation of the value of f at 0:33 in the category of large effect size. TPACK Framework Using Quick Response (QR) Code that was developed has a positive effect with the high category in enhancing ICT literacy of students.

The demands of learning in the industrial era 4.0 currently have an impact on innovative learning, learning design with the Technology Pedagogic and Content Knowledge (TPACK) framework provides a useful framework for teachers and researchers to integrate technology in learning activities. The TPACK (Technological Pedagogic Content Knowledge) framework is the latest issue that is relevant to 21st Century learning concepts. This study aims to examine the extent of teacher responses in utilizing learning information sources using TPACK priority scales in encouraging student learning abilities. This study used a quasi-experimental study analytic test of the randomized design with questioner testing. The concept of the approach is through two methods, namely, qualitative and quantitative approaches. The research subjects were carried out randomly with a target sample of physics teachers in the category of new instructors from several provinces in Indonesia, with 33 active respondents in their fields. Based on the results of the study, TPACK is an essential point to give the powerful managing of educational learning and field studies show that the teacher states that some obstacles are experienced when integrating technology in learning physics at school to make sure instructional technology.