This study also aims to produce e-modules based on multi-representations in solid-state physics introductory subjects with good validity and practicality. The products produced are in the form of e-modules in the form of 3D flipbooks, including video, animation, sound, flash, and hyperlinks. This study uses the Rowntree development model. This model has three stages, planning, development, and evaluation stage. In the evaluation phase, Tessmer formative evaluation used, which consist of 5 stages, self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test. In the expert review stage, the average results of evaluations from experts obtained at 4.6 or 92.2% with a very valid category. The one-to-one evaluation stage found that the average result of the student questionnaire's impression on the use of teaching materials was 89%, with the category very practical. At the small group evaluation trial stage, the average score of the students' questionnaire assessment towards the use of teaching materials was 93.48% (very practical category). Based on the assessment that has been done, the e-module (electronic module) based on a multi-representation in solid-state physics introductory subject has been successfully developed with good validity and practicality.

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).

The advancement of Internet-based technologies and the new media ecology have contributed to the increased reliance on online sources in both the academic and the non-academic contexts. This study investigated how students evaluated the credibility of online information and the bias that might have influenced the content of the information. 152 EFL students responded to the online critical literacy assessment, which consisted of six tasks: evaluating the credibility of visual information, evaluating WhatsApp message, comparing and evaluating websites, distinguishing between news and sponsored content, evaluating the credibility of claim in a YouTube video, and evaluating an Instagram post. The results of the study showed that the students were easily deceived by the online information they read from various online media. They particularly struggled to detect the unsubstantiated claims from the YouTube video. Despite being a generation Z who frequently used social media and various online sources in their daily lives, the students could not critically evaluate the claims posted on these platforms. Implications of this study include the need to incorporate critical digital literacy in the language skill courses and deliberate exposure to strategies in evaluating online sources.

Artikel  ini merupakan studi kasus yang menggambarkan intervensi pada anak berkebutuhan khusus yaitu autis. Di dalam melaksanakan penelitian penulis mendapatkan informasi dari hasil pengamatan dan wawancara langsung dengan narasumber yang berkaitan dengan anak seperti orang tua, guru dan terapis. Subjek penelitian adalah seorang anak berkebutuhan khusus yaitu autis yang berusia lima tahun. Dari hasil pengamatan dan wawancara diperoleh informasi bahwa intervensi yang dilakukan terhadap IM dilakukan melalui terapis yaitu terapi prilaku, terapi wicara, terapi bermain, terapi okupasi dan terapi diet. Dari hasil pengamatan dan wawancara diperoleh informasi bahwa terapi yang diberikan sesungguhnya hanya petunjuk  dan awal latihan, selanjutnya orang tua dan guru yang melatih anak untuk berprilaku sehingga anak menjadi mandiri. Setelah dilakukan terapis beberapa aspek perkembangan berkembang dengan baik terutama pada kemandirian dan interaksi sosial dengan lingkungannya. Tetapi harapan yang terlalu besar dari orang tua membuat terapis dan guru merasa kurang nyaman, sebaiknya orang tua tidak menyerahkan begitu saja perubahan prilaku anaknya ke terapis atau sekolah tetapi juga keluarga harus dengan sabar melatih anaknya sebagai tindak lanjut dari konsultasi pada saat dilakukan terapi.