Competence of students in learning physics is still not optimal. One of the contributing factors is that the modules used are still in print form and have not fully utilized technological devices in their use. In addition, learning is not yet centered on students. This condition requires the development of physics modules with appropriate learning models and can be operated using technological devices. This study aims to analyze the practicality of the physics e-module using a smartphone-assisted Inquiry Based Learning model. This research is an advanced research of R&D with the Plomp model. This research needs to be done so that students can improve the competencies needed in the 21st century by learning using e-modules. In addition, educators also need alternative solutions to implement more innovative and effective learning by using an e-physics module using a smartphone-assisted inquiry-based learning model. The developed e-module is very necessary to train students' independence in learning both online and offline and as a reference for educators in compiling e-modules with the same model on other physics materials. The research instrument used was an e-module practicality test questionnaire. The research subjects consisted of two physics teachers and 35 students of class X SMAN 2 Kerinci. The results of one to one evaluation show that the e-module can be used, easy to use, attractive and efficient with an average practicality value of 83.99. The results of the analysis of the average practicality at the small group stage were 91.40 and 93.99 at the field test stage. Practicality based on the teacher's response at the field test stage was obtained as much as 96.47. Based on the data analysis, it was concluded that the physics e-module using the smartphone-assisted Inquiry Based Learning model is practically used in the high school physics learning process with a high practicality category so that it can be used as one of the teaching materials used.

Science learning has an important role for students to understand natural phenomena with scientific methods. Science learning is taught in an integrated manner and contains literacy in it. Skills in literacy are needed to help students understand learning resources. One type of literacy is scientific literacy. Scientific literacy is the ability to understand or get involved with science issues and ideas around the environment. Scientific literacy consists of four aspects, namely 1) the scientific context, 2) the scientific process, 3) the scientific concept and 4) the scientific attitude. This research is a descriptive research that contains a description of the object under research. The object of this research is the integrated science textbook for grade VIII in junior high school. The instrument used in the form of a questionnaire assessment of integrated science textbooks related to scientific literacy aspects. The results showed that, among the five textbooks researched, the best book reviewed in terms of the scientific context and the scientific process was book D with grades of 78.6 and 78.1, respectively. In terms of scientific concepts, the best integrated science textbooks are books A and D with a value of 82.1. Meanwhile, the integrated science textbook that is good to use is seen from the aspect of scientific attitude is book E with a value of 75. After processing the data, it is found that the best book used to improve students' scientific literacy ability is book D with a value of 77.4.

The world community in the 21st century is faced with an increasingly complex life order. Therefore, the implementation of learning is expected to be able to foster students to become graduates who are critical, active, independent and have good quality in solving the problems at hand. One way to achieve this goal is through learning that uses physics modules based on the Problem Based Learning model. Research on the development of PBL model based physics modules has been widely carried out by previous researchers. Therefore, research is needed to analyze and compare some of the research that has been done related to the development of physics modules based on PBL models for high school students. This research uses a meta-analysis method. The purpose of this study is to analyze the value of the validity and practicality of the PBL model-based physics module, as well as to analyze the effect of the PBL model in terms of learning material and student skills. Based on the results of the study it can be understood that: 1) The average validity of the 13 articles analyzed is 0.87 with a very high category, 2) The average practicality of the 5 articles analyzed is 0.86 with a very high category, 3) The PBL model has a moderate effect on all material on the 13 articles analyzed, with the highest influence on the material temperature and heat (effect size 0.63). Likewise with the skills of students, PBL models have a moderate effect on the skills of students as a whole, but it is more effective to improve science process skills by obtaining an effect size value of 0.58.

This research aimed to analyze the types of media and the characteristics of physics materials that are suitable for use in the development of physics learning media, using Adobe Flash software. The research uses a meta-analysis method, which is a method for analyzing many of the research that has been done. This research uses secondary data obtained from previous research in the form of journals related to the media using Adobe Flash software for senior high school physics subjects. The journals examined in this research consisted of 20 research articles that developed an adobe flash-based interactive learning media for physics learning in senior high schools. The number of articles reviewed consisted of 3 articles from international journals and 17 articles from national journals. Based on the results of the analysis that has been done, found 13 physics materials obtained from 20 journals analyzed, where the concepts of temperature, heat, and transfer are the most widely used material as content in the development of physics learning media based on Adobe Flash software. While the type of media that is widely used in computer-based learning media.