In the learning context of 21st century, teachers encounter many challenges in optimizing the process and the outcome of learning. Students who have higher order thinking skills will be able to think of scientific creativity, critical thinking and creative thinking. In this study, identification is done by measuring the ability of scientific creativity, critical thinking and creative thinking skills by HOTS student worksheet. The result showed that student’s scientific creativity with 6 indicators need to be develop esspecialy for physics problem solving and technical production. For critical thinking skills students obtain moderate results but have shown good results in answering physics problem. For creative thinking skills students get good results on the indicator fluency, flexibility and elaboration but for the originality still needs to be developed. Therefore, it is very important to develop a proper physics intructional design that can develop scientific creativity, crtical thinking and creative thinking skills.

PendahuluanFisika merupakan salah satu cabang dari Ilmu Pengetahuan Alam (IPA) atau sains. Sains berkaitan dengan cara mencari tahu tentang alam secara sistematis, berupa penemuan, penguasaan, kumpulan pengetahuan, yang berupa fakta-fakta, konsep-konsep, atau prinsip-prinsip, serta proses pengembangan lebih lanjut dalam menerapkan pengetauan di dalam kehidupan sehari-hari [1] AbstractThis research focused on implementation of REACT learning model (relating, experiencing, applying, cooperating, transfering) REACT (relating, experiencing, applying, cooperating, transfering) to media of physics phenomenon significantly on students' physics learning achievement at SMA Negeri 1 Pakusari and REACT learning model (relating, experiencing, applying, cooperating, transfering ) to media of physics phenomenon have a significant effect to the students' science process skill in physics learning at SMA Negeri 1 Pakusari. So it can be concluded that the REACT learning model (relating, experiencing, applying, cooperating, transfering) to media of physics phenomenon significantly on the skills of science process and students' physics learning achievement at SMA Negeri 1 Pakusari.

The purpose of this research is to identify the effectiveness of the first basic physics practice module based on guided inquiry on improving students’ hard skills and soft skills. The experimental design is "One Group Pretest-Pottest Control Groups Design". The samples of the research are the students who take the first basic physics practice. Data analysis techniques were effect size and gain score. Based on the result of the research, it was found that the improvement of hard skills and soft skills of the students reached 0.49 and 0.61 which was categorized as moderate. For effect size obtained data of 2.65 and 3.61 for hard skills and soft skills are categorized very high. It can be concluded that the effectiveness of the use of the first basic physics practice module based on guided inquiry is very significant to improve hard skills and soft skills of the students.Tujuan penelitian ini untuk mengidentifikasi keefektifan penggunaan panduan praktikum fisika dasar 1 berbasis guided inquiry terhadap peningkatan hard skills dan soft skills mahasiswa. Desain eksperimen yang digunakan adalah One Group Pretest-Postest Control Groups Design. Sampel penelitian adalah mahasiswa yang menempuh praktikum fisika dasar 1. Teknik analisis data yang digunakan adalah effect size dan gain score. Berdasarkan hasil penelitian diperoleh peningkatan hard skills dan soft skills mahasiswa mencapai 0.49 dan 0.61 yang berkategori sedang. Hal ini menunjukkan bahwa penggunaan panduan praktikum fisika dasar 1 dapat meningkatkan hard skills dan soft skills mahasiswa. Untuk uji effect size diperoleh data sebesar 2.65 dan 3.61 untuk hard skills dan soft skills yang berkategori tinggi. Dari hasil penelitian dapat disimpulkan bahwa kefektivitas penggunaan modul panduan praktikum fisika dasar 1 berbasis guided inquiry sangat efektif untuk meningkatkan hard skills dan soft skills mahasiswa.

Indonesia merupakan negara yang kaya akan kearifan lokal, namun mulai pudar seiring dengan perkembangan teknologi. Pelestarian kearifan lokal sangat diperlukan salah satunya dengan mengintegrasikan ke dalam pembelajaran fisika. Salah satu kearifan lokal yang terdapat konsep fisika adalah permainan tradisional Egrang. Tujuan penelitian yaitu menganalisis konsep fisika energi mekanik pada permainan tradisional Egrang. Penelitian ini menggunakan metode penelitian deskriptif kualitatif dengan pendekatan etnografi. Pengambilan data dilakukan melalui observasi, wawancara dan dokumentasi secara langsung di lapangan. Penelitian ini memberikan gambaran bahwa dalam permainan tradisional Egrang terdapat konsep fisika energi mekanik yang dapat menghubungkan antara sains modern dengan etnosains. Energi mekanik merupakan penjumlahan energi kinetik dan energi potensial suatu benda untuk melakukan kerja. Konsep energi kinetik terdapat pada gerak Egrang, sedangkan energi potensial terdapat pada ketinggian pijakan dan posisi terangkatnya Egrang. Hasil penelitian ini diharapkan dapat menjelaskan etnosains pada permainan tradisional Egrang dan bisa digunakan sebagai bahan pembelajaran fisika.

The research aims to explore multiple representations under the implementation of the OBSIM model of teaching in the alternating-current circuit course. This research compares the modern class (experimental class) and traditional class with the traditional teaching style. Experiment class applies the OBSIM model of teaching, and Traditional Classroom teaches in traditional style with a direct explanation. Computer simulation also integrated into this research by using Matlab Sofware as part of multiple representations, namely programming representation. This research used triangulation methods. The quantitative methods were applied to analyze student achievement tests according to Creative thinking criteria. The Qualitative method was applied using observation of student activity. Student achievement test followed by a pretest, and post-test quasi-experimental research. The data analysis form pretest and postest analysis indicates a significant value of 0.012 (p ≤ 0.05). Thus, it is a significant value, and the average of student activity in experimental class better than control class. The findings conclude that two classes have differences in terms of student multiple representations and creative thinking skills after implementation of OBSIM model of teaching.