Advances in information technology have led to innovative learning methods that combine traditional and online learning, known as blended learning. This pre-experimental study aims to analyze the effectiveness of blended learning in increasing prospective physics teacher students’ learning motivation and problem-solving ability. There were 14 students who participated in this study. They were involved in 70% of face-to-face learning and 30% in online learning. The data of learning motivation were collected by the questioner and the data of problem-solving ability were collected by test. The research hypotheses were tested by non-parametric statistics, namely the sign test. The results of the study indicate that the pre-test score mean of learning motivation was 67.21 (SD= 5.45), which was in the medium level and the post-test score mean was 74.98 (SD=5.93), which was at a high level. The pre-test score means of problem-solving was 33. 43 (SD = 4.90) which was at a low-level and the post-test score mean was 63.54 (SD =2.35), which was at a moderate level. The one side sign test shows the calculated ZC= 3.43, which was higher than standard Z at a 5% significance level. The mean score of prospective physics teacher students’ learning motivation and problem-solving ability between before and after learning was significantly different. From this finding can be concluded that blended learning effective in increasing  prospective physics teacher students’ learning motivation and problem-solving ability.

Abstract. According to constructivism, prior knowledge plays an important role in building students' scientific knowledge. Prior knowledge influences how students assimilate and accommodate new information. Prior knowledge affects how students perceive, organize, and create new information relationships. Therefore, in order to improve meaningful learning, students' prior knowledge needs to be identified. The purpose of this study was to identify the 11 th grade-students' prior knowledge of electricity concepts. Students' prior knowledge was measured using a Three-Tier Electricity Multiple Choice Test, which consisted of 20 items. This test was given to seventy-five 11 th grade students, who were 16-17 years of age. The data were analyzed descriptively. The results showed that students' prior knowledge about electricity concepts was very diverse; only 22.40% of the students had a scientific concept; 36.73% of students experienced misconception; 31.20% of students do not know the concept, and 9.67% of students experience the error. Students' misconceptions about electricity concepts that were found in this study are in mutual accord with the literature of misconception. The implication of the research results for teaching about electricity is that appropriate conceptual change strategies are needed.

The objective of this study is to investigate the effect of physics module based on activity and conceptual change text on students’ conception of static electricity. This study is a pre-experimental involved sixty 12-grade public senior high school students. The data on students’ conception were collected by Three Tier Static Electricity which has a reliability index of 0.61. The students’ conceptions were categorized into scientific knowledge, misconception, lack of knowledge, and error. The effectiveness of the module was measured from the significant difference in the mean level of students’ scientific knowledge, misconception, lack of knowledge, and error. The difference in mean was analyzed by t-test. The results showed that there is a significant difference between the mean level of students’ scientific knowledge, misconception, lack of knowledge, and error between pre-test and post-test. The physics module based on activity and conceptual change text is effective to improve the level of students’ scientific knowledge and reduce the level of students’ misconception, lack of knowledge, and error.

The purpose of the study was to analyze the effect of Problem-Based Learning (PBL) integrated with local wisdom on Higher-Order Thinking Skills (HOTS) and students' scientific attitudes. Local wisdom used is a tourist objects on the island of Lombok. The topic of learning is the interaction of living things on Senggigi Beach, Sesaot Forest, and Mount Rinjani. The research method used is quantitative with a posttest only control group design. The population of this study includes 6 classes with 172 7th grade students at SMP Negeri 16 Mataram. Samples were taken using cluster random sampling technique, class 7C became the experimental class (32 students), while class 7F became the control class (21 students). The HOTS test instrument is in the form of an essay while the student's scientific attitude instrument is in the form of an observation sheet. Statistical analysis used one-way MANOVA and analyzed using SPSS 25 application. Hypothesis test results showed differences in HOTS and students' scientific attitudes with PBL models and conventional learning. The mean of HOTS and scientific attitude in the experimental class is superior to the control class. The test of between-subjects effects for the HOTS variable and scientific attitude shows differences in HOTS and scientific attitudes due to differences in learning models. Therefore, the PBL model integrated with local wisdom has an effect on HOTS and students' scientific attitudes.

No abstract