This study aims to map the physics education research topics trending in the last three years in highly reputable international journals. This is a descriptive study that analyzed 511 articles using content analysis. All articles were selected from the top 3 academic journals: International Journal of Science Education (IJSE), Research in Science Education (RISE), and Science Education (SE). All three journals have JSRs above 0.8 with a quartile of Q1. Data collection and analysis were carried out from April to September 2020. The results showed that the top research topics in the IJSE journal were science learning: contexts, characteristics, and interactions with a percentage of 15.05%. Likewise, in the RISE journal, the topics of science learning: contexts, characteristics, and interactions also ranked first with a percentage of 16.30%. Meanwhile, the top research topics in the SE journal were STEM/STEAM, with a percentage of 13.28%. Based on the results, it can be concluded that overall, the top three research topics highlighted by physics researchers in highly reputable international journals from 2017 to 2019 period were science learning: contexts, characteristics and interactions, STEM/STEAM, and curriculum and assessment.

Abstrak: Penggunaan media pembelajaran yang baik menjadi salah satu pilar yang mendukung keberhasilan pembelajaran. Prezi merupakan salah satu media yang menonjolkan fitur-fitur presentasi yang berbeda dari aplikasi lainnya dengan tujuan membuat pembelajaran menjadi lebih menarik. Kegiatan pengabdian ini difokuskan untuk memberikan pengetahuan dan keterampilan guru-guru dalam mengembangkan media pembelajaran berbasis Prezi. Metode pengabdian yang digunakan adalah pelatihan dan pendampingan yang diberikan kepada 16 guru di MTs Muhammadiyah Mandalle secara luring. Tingkat keberhasilan pelatihan dilihat dari kemampuan peserta untuk menghasilkan produk berupa media presentasi interaktif menggunakan aplikasi Prezi, serta persepsi peserta terhadap pelatihan yang diperoleh melalui angket yang dibagikan di akhir pelatihan. Hasil pelatihan menunjukkan bahwa 15 dari 16 peserta atau 93.75% guru telah mampu mengembangkan media pembelajaran interaktif dengan memanfaatkan fitur-fitur yang ditawarkan dalam aplikasi Prezi. Selain itu, peserta pelatihan memberikan persepsi yang sangat baik terhadap jalannya pelatihan ini. Pelatihan semacam ini diharapkan lebih banyak dilaksanakan agar guru dapat terus meningkatkan kompetensi mengajarnya dengan mengintegrasikan teknologi ke dalam pembelajaran di kelas.Abstract: The use of good learning media is one of the pillars that supports successful learning. Prezi is a media that highlights presentation features that are different from other applications with the aim of making learning more interesting. This community service activity focuses on providing teachers with knowledge and skills in developing Prezi-based learning media according. The method used is workshop and mentoring given to 16 teachers at MTs Muhammadiyah Mandalle offline. The success of the training can be seen from the ability of the participants to produce an interactive presentation product using the Prezi application, as well as the participants' perceptions of the training which is obtained through a questionnaire distributed to the participants at the end of the training. The results show that 15 out of 16 trainees or 93.75% of the teachers have been able to develop interactive learning media by utilizing the features offered in the Prezi application. In addition, the training participants gave a very good perception of the course of this training. It is hoped that more training of this kind will be carried out in the future so that teachers can continue to improve their teaching competence by integrating technology into classroom learning.

Thought experiments have a crucial role in the discovery of physics theories. Yet, in order to properly use thought experiments in the classroom, teachers must have enough pedagogical knowledge and abilities. This study aims to explore the perceptions and attitudes of high school physics teachers toward thought experiments. In this study, we involved 30 physics teachers from different schools in both urban and rural schools. The data were collected through questionnaires and semi-structured interviews. The quantitative and qualitative analysis results demonstrate that physics teachers have a high awareness of the importance of thought experiments in physics learning, especially atomic theory and relativity, and perceive themselves to lack skills regarding the pedagogical aspects of thought experiments. Teachers also show positive attitudes and beliefs about teaching thought experiments. However, teachers still recognized the challenges of implementing thought experiments in the classroom. The teacher suggests that thought experiments be carried out collaboratively so that students can share ideas with each other. Furthermore, technology media such as virtual reality may be the ideal answer for assisting students in visualizing an imaginary environment when doing thought experiments in the classroom.