Abstrak: Pembelajaran fisika yang terjadi di lapangan masih minim inovasi. Pembelajaran cenderung berpusat pada pendidik. Pendidik hanya mentransfer pengetahuannya saja tanpa memikirkan apakah peserta didik sudah memahami konsep yang disampaikan atau belum. Rata-rata capaian hasil pemahaman konsep Fisika masih rendah. Teknologi yang berkembang pesat saat ini masih jarang dimanfaatkan oleh para pendidik. Padahal ini bisa menjadi salah satu alternatif untuk membuat pembelajaran lebih menarik dan berkesan. Dengan mengaitkan kearifan lokal yang ada di daerah peserta didik, dapat membuat peserta didik lebih mengenal kekayaan alam di daerahnya dan dapat diperkenalkan baik skala nasional maupun intrnasional. Dengan adanya permasalahan-permasalahan tersebut, maka perlu adanya integrasi anatara model, evaluasi dan media pembelajaran STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) berbasis kearifan lokal. Metode Penelitian yang dilakukan adalah Kuasi Eksperimen dengan desain penelitian one group pretest-posttest design. Hasil observasi menunjukkan adanya peningkatan pemahaman konsep mahasiswa setelah diterapkan pembelajaran STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) berbasis kearifan lokal. Dengan kategori sedang pada gain dinormalisasinya. Dari pembelajaran ini mahasiswa menjadi mengetahui kearifan lokal batu kuwung dan cara memanfaatkannya. Hasil penelitian akan terus dikembangkan pada mata kuliah-mata kuliah lain di jurusan Pendidikan Fisika Universitas Sultan Ageng tirtayasa. Kata kunci: kearifan lokal, pemahaman konsep, STEM-AAbstract: Learning physics is still traditional in reality. It tends to be centered on Teachers. They only transfer knowledge without knowing the learners already understand the concept yet or not. The average achievement understanding of physics concept results is still low. Rapidly evolving technology is still rarely used by teachers. Though this could be one of the alternatives to make learning more interesting and memorable. Connecting the local knowledge in the area of learners can make students more familiar with the natural resources in the region and can be introduced to the outside world. Given these problems, the need for integration between models, evaluation and learning media STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) based on local wisdom. The methods used were a Quasi-Experiment with the design of the study "One Group Pretest-Posttest Design." Observations indicate an increased understanding of the student concept after learning applied STEM-A (Sciences, Technology, Engineering, Mathematics, and Animation) based on local wisdom with medium category in gain normalization. By learning this concept, students could be aware of local wisdom "Batu Kuwung" and understand how to get advantage from it. The results of the study will continue to be developed in the courses in the

This study aims to determine the effect of developing blended learning models on students' critical thinking skills on impulse and momentum. The research method used in this study is ADDIE. The population in this study is class X MIA SMAN 4 Serang City. The sample of this study amounted to 31 students from class X MIA 2 as an experimental class using a blended learning model and 30 students from class X MIA 3 as a control class using a cooperative model. The test used in this study was eight essays in the form of representatives of one question indicator. These results indicate an increase in students' critical thinking skills after being given treatment that is by using a blended learning model. A large increase is evidenced by the N-Gain value in the experimental class that is 0.60 in the medium category and 0.23 in the low category in the control class. The average value of pretest and posttest is 5.27 and 9.77 in the control class, while in the experimental class is 5.65 and 16.61. These results show that there is an influence on the development of blended learning models for critical thinking skills on the momentum and impulses.

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This study is a classroom action research that aims to discover whether a scientific approach using a problem-based learning model can improve the learning outcomes of upper passing in volleyball for grade XI MIPA 2 at Ma Ma’arif Nu Lasepang in the Bantaeng district. A classroom action research employed the PBL model in its material, namely the basic technique of upper passing in a volleyball. The study was conducted in 2 cycles, each cycle consisted of 3 meetings. The aspects assessed in this study were spiritual KI- 1, social KI- 2, cognitive KI- 3, and psychomotor KI- 4. The research sample was 20 students. Based on the results of the study, at the beginning of the study, initial observation was conducted to determine the condition of students' initial data. As a reference in the assessment, the Benchmark Reference Assessment (PAP) on a scale of 5. In the initial data, it is discovered that no student can achieve the minimum completeness criteria. Furthermore, in the first cycle, there is an increase in the number of students who experienced mastery learning, namely 5 students with a percentage of 25% and there is a significant increase in the second cycle, namely 18 students with 90%.

The STEM (Science, Technology, Engineering, Mathematics) approach plays an important role in developing students’ abilities. The ability to combine science, technology, technical expertise, and mathematics is a tool that can help human life can be created. Of course, the application of STEM needs to be assisted by teaching materials in the form of Worksheets. With the STEM implementation worksheet, it can be more easily implemented without the lecturer having to explain each material fully. Because it must be students who develop their abilities. Following constructivist learning theory, by constructing one’s knowledge, the knowledge will be stored longer in memory. The ability in STEM is also very important in the current era of globalization. With the rapid advancement of technology, each individual is required to continue to innovate in developing a technology product. The basic ability that students need to have in learning basic physics is to understand a concept. A good understanding of the concept will be very supportive when prospective teachers later teach. It is expected that through the application of STEM, students are directly involved actively in designing and making products, and understanding concepts can be better. Products made by students must be really needed so that they can be used every day. It is better if the product utilizes local wisdom that is around the student environment. The product to be made is to convert the abundant solar thermal energy in Serang into a heater that can be used for cooking. It is a renewable energy because the heat in Serang is sweltering up to 32° C, so it can be used more than just drying. Based on these needs, mak a worksheet STEM based on local wisdom needs to be applied in learning. The results of this study stated that the local wisdom-based STEM worksheet on temperature and heat material for Physics teacher candidates was developed as a learning medium to increase students’ interest and understanding through independent learning.