During this pandemic era, learning becomes inseparable with technology. Online learning can be an alternative in using technology during the current Covid-19 condition. An example is shown through the use of Flip PDF Professional electronic module (e-module). Therefore, this research and development of an e-module on the Introduction to Nuclear Physics is carried out. This study aimed to describe the validity of the e-module developed. Research and Development method was selected for this study, and ASSURE model was further implemented with the focus on utilizing the developed instructional material. The instrument used in this study is an e-module validation sheet. The data analysis showed that the developed e-module fell into score of 83.80% which was categorized as “valid” category. Thus, Introduction to Nuclear Physics e-module is a suitable teaching material alternative during the Covid-19 pandemic. Further studies are suggested to investigate the practicality and effectiveness of this e-module.

The focus of this research is to describe the effectiveness and response of students on the use of Digital Electronic Practicum with Logisim Application using Google Meet. The research subjects were 50 Physics Education Students of Lambung Mangkurat University taking the Digital Electronic course. The data of this study were collected by using practicum assessment sheets and students’ response questionnaire. The results showed that the mean score of practicum results from digital electronic practicum with Logisim application using Google Meet was 70.58. Thus, the effectiveness of the implementation of the Digital Electronic Practicum with Logisim application using Google Meet is in a good category. Data from the students’ response questionnaire was 3.83 in average, so it was categorized as good. Thus, it is concluded that the Digital Electronic Practicum with Logisim application using Google Meet is effective to implement and obtains a very good response from the students.

Berdasarkan hasil observasi di beberapa sekolah di Banjarmasin, diketahui bahwa proses pembelajaran fisika jarang dikaitkan dengan penggunaan teknologi, seperti penggunaan media berbasis e-learning dalam pembelajaran. Oleh karena itu perlu pembekalan kepada guru fisika SMP/ SMA/sederajat tentang penggunaan teknologi dalam proses pembelajaran, salah satunya penggunaan media berbasis e-learning menggunakan kahoot!. Tim pengabdian masyarakat melaksanakan kegiatan pelatihan dengan tujuan melatih penggunaan media berbasis e-learning menggunakan kahoot! dalam pembelajaran fisika. Kegiatan pengabdian masyarakat dilaksanakan melalui metode demonstrasi dan praktik secara langsung membuat media pembelajaran menggunakan kahoot! . Kegiatan ini dihadiri oleh 17 orang guru fisika. Hasil akhir kegiatan pengabdian ini ialah  dihasilkannya media berbasis e-learning menggunakan kahoot! dalam pembelajaran fisika.  Media ini dapat dijadikan sebagai salah satu alternatif dalam meningkatkan minat peserta didik dalam belajar fisika.Based on observation result in schools in Banjarmasin, physics learning seldom to utilize technology, such as e-learning-based media. Therefore, physics teachers in high school need to be supplied with technology utilization in the learning process. In this dedication to society, the supplied e-learning-based media to the teachers is Kahoot!. The team conducted training to exercise utilization of Kahoot! in physics learning. This program intends to produce e-learning-based media using Kahoot! and international in physics learning. Community service activities are carried out through demonstration methods and practices that directly create learning media using Kahoot!. This activity was attended by 17 physics teachers. The final result of this community service activity is the production of e-learning based media using Kahoot! in learning physics. This media can be used as an alternative to increasing students' interest in learning physics.

The low utilization of technology and scientific literacy skills lacking in the classroomsremaina major problem in the learning and teaching process, specifically in influencing students' conceptual understanding. This research aims to analyze the effect of Diboracy (Digital Book Contained Scientific Literacy) in reducing misconceptions in Newton's law of gravity. This research uses experimentalresearch design with one group pre-test-post-test conductedon research subjects which were selected through random sampling technique. The sum of the research subjects include 38 students. The data instruments include tests and non-tests instruments. The test distributed is in the form of multiple choice questions equipped with CRI to measure the misconceptions, while the non-test assessmenttakes form of questionnaires to determine students’ responses to Diboracy. Data analysis was performed through t-test on student learning outcomes and the students’ questionnaire responseswhich resulted in the average percentages. Based on the analysis, it can be concluded that: (1) there is an effect in reducing students’ misconceptions when Diboracy is implemented, specifically regarding Newton's law of gravity; (2) students give better responses to Diboracy than textbooks.

Penelitian ini bertujuan menganalisis kebutuhan video pembelajaran bermuatan keterampilan pemecahan masalah untuk meningkatkan hasil belajar. Jenis penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development) dengan desain penelitian ADDIE (analysis, design, development, implementation, dan evaluating). Adapun artikel ini hanya berfokus pada tahapan analisis sebagai bagian dari studi pendahuluan. Subjek uji coba pada penelitian ini ialah 111 orang peserta didik kelas X program MIPA di salah satu SMA Negeri di Banjarmasin. Teknik pengumpulan data diperoleh melalui dokumentasi dan kuesioner. Dokumentasi dilakukan terhadap hasil ulangan harian peserta didik, sementara kuesioner dilakukan dengan menyebar angket secara online mengenai kebutuhan video pembelajaran bermuatan keterampilan pemecahan kepada peserta didik. Analisis data dilakukan dengan menganalisis jawaban hasil ulangan harian peserta didik berdasarkan indikator pemecahan masalah dan menghitung persentase skor angket. Hasil penelitian menunjukkan bahwa: (1) dari lima indikator pemecahan masalah, indikator memfokuskan permasalahan peserta didik berkategori cukup; (2) indikator mendeskripsikan masalah dalam konsep fisika, merencanakan solusi, melaksanakan rencana pemecahan masalah, dan mengevaluasi solusi berkategori gagal; (3) peserta didik beranggapan fisika adalah pelajaran yang sulit; (4) peserta didik membutuhkan alternatif bahan ajar yang mudah dan menarik. Dengan demikian, diperoleh simpulan bahwa dibutuhkan video pembelajaran bermuatan keterampilan pemecahan masalah yang dapat diakses secara online melalui laman Youtube sebagai alternatif pembelajaran fisika. Hasil penelitian ini diharapkan dapat menjadi salah satu referensi pembelajaran fisika untuk mengembangkan video pembelajaran bermuatan keterampilan pemecahan masalah yang dapat diakses secara online melalui laman Youtube. This research focuses on analyzing the need for learning videos to solve physics problems to improve student's learning outcomes. This research is research and development (Research and Development) with ADDIE research design (analysis, design, development, implementation, and evaluation). This research only focuses on the analysis stage as part of the preliminary research. The test subjects in this research are 111 students of X grade from the MIPA program at one of the senior public high schools in Banjarmasin. Data collection techniques were obtained through documentation and questionnaires. Documentation is carried out on the students' formative test, while questionnaires are distributed online regarding the need for learning videos to learn students' problem-solving skills. Data analysis was carried out by analyzing students' formative tests' answers based on problem-solving indicators and calculating the percentage score from questionnaires. This research showed that: (1) from the five problem-solving indicators, an indicator that focuses on students' problems is categorized as sufficient; (2) indicators that describe problems in physics concepts, plan solutions, implement problem-solving plans, and evaluate solutions are categorized as failed; (3) students who studied physics students think physics is a difficult subject, and (4) students need alternative learning materials that are easy and interesting. Thus, it is concluded that the videos needed to learn problem-solving skills that can be accessed online through Youtube are an alternative to learning physics.