Having the development of learning materials of the history of physics with Socratic learning dialogue, we implemented them to the two classes in a public university in Indonesia. The materials consisted of a lesson plan, student worksheets, evaluation sheets, and rubrics that fulfill the criteria of construct, content, and empirical validity. However, the discussion of this paper focused on the results of empirical validity. Learning materials were trialed and tested on a limited participant (10 university students from a public university in Surabaya - S), then the real classes included 40 students from a public university in Surabaya, Indonesia- S1 and S2 (20 students for each class). The data analysis technique used a descriptive statistical analysis with percentages and logical analysis. The research findings included: 1) the student's assessment of the learning materials (especially the handout and student worksheet) were categorized as good, 2) the feasibility of the learning materials during the real teaching activities obtained: the implementation of history of physics learning at S1 and S2 for each item was a quite good category, and 3) assessment of critical thinking students who are oriented Socratic dialogue showed that over 60% and 70% of S1 and S2 student answers lead to Socratic thinking, respectively. The implication of the study is the availability of physics history learning materials that are ready to be used in conducting lectures in the following semester.

This aim of the research was to analyse the university students’ conception of electromagnetism. This research used a mixed-method design, the combination of a quantitative and qualitative method. For the quantitative part, the research utilised a conception test of electromagnetism, for the qualitative part, the research focused on the descriptive analysis that generated by the university students. The participant in this research was 15 physics students from 9 different classes in the Physics Department of a national university in East Java Indonesia. A conception test included ten different multiple-choice problems and followed by the descriptive analysis of these problems. The participants asked to choose the right answer and write their reasons or arguments that support their answer. In this study, the test was given without giving any treatment for the participant. The analyse method that used in this research was the quantitative and qualitative description. The result showed that the conception of students ranged between 2nd semester (freshman) and 4th Semester (sophomore) in the physics department. Therefore, it is concluded that the students have electromagnetism misconception.

Considering the importance of each competency to the students’ development then those they should have a positive correlation with each other. Therefore, this research aims to find the relation between argumentation skill, critical thinking, and concept mastery of Senior High School Students and to find their level of scientific argumentation, critical thinking, and concept mastery ability. The research used mixed-method. The qualitative data was focused on students’ scientific argumentation while the quantitative data was focused on the level of variables based on the indicator, correlations between variables, and the number of students in each level of each variable. The participant in this research is senior high school students who already learned Newton’s Law of motion. The critical thinking skill and concept mastery test included some different multiple-choice problems and followed by an essay of reason/ support for the answer each. While, the argumentation test formed by chained questions, including multiple choice test and essay test to figure out the Toulmin Argumentation Pattern (TAP). The test was given without giving any treatment for the participant. Based on the result concluded that: There is a very strong positive correlation between scientific argumentation, critical thinking skill, and concept mastery; While their scientific argumentation ability categorized intermediate, students’ have a low grade of critical thinking skill and concept mastery. Keywords: scientific argumentation, critical thinking skill, concept mastery