-The purpose of this research is to know the effect of generative learning with guided Keywords: science process skills, guided teaching technique, generative learning PENDAHULUANSains pada hakikatnya mencakup proses, produk, dan sikap. Fisika merupakan bagian dari sains yang memfokuskan kajiannya pada materi, energi, dan hubungan antara keduanya (Gunawan et. al., 2015). Sebagai sebuah produk, fisika merupakan sekumpulan pengetahuan tentang fakta, konsep, generalisasi, prinsip, teori dan hukum fisika. Sementara sebagai suatu proses, fisika merupakan serangkaian proses ilmiah yang dilakukan dalam menenemukan pengetahuanpengetahuan tentang fisika. Dalam pembelajaran sains terdapat keterampilan khusus yang harus dimiliki sebagai bentuk sains sebagai proses, yang disebut keterampilan proses sains (KPS). Menurut Darmawan et. al. (2015) keterampilan proses sains merupakan keterampilan ilmiah yang dilakukan dalam proses menemukan produk sains, termasuk fisika. Siswa akan mampu menemukan dan mengembangkan sendiri fakta dan konsep yang dipelajarinya dengan meningkatkan keterampilan proses sains yang dimiliki (Hardiyanto et. al., 2015).Berdasarkan hasil wawancara dengan guru mata pelajaran fisika di SMA Negeri 7 Mataram terdapat beberapa hal yang menyebabkan rendahnya keterampilan proses sains siswa. Pada aspek keterampilan, guru masih belum melakukan pelatihan dan penilaian keterampilan proses sains secara spesifik. Pengembangan keterampilan proses sains siswa masih belum tersusun secara sistematis. Dalam proses pembelajaran guru belum memfokuskan pembelajaran pada keterampilan proses sains, sehingga siswa tidak terlatih dalam menerapkan keterampilanketerampilan ilmiah dalam proses pembelajaran. Metode pembelajaran yang sering digunakan oleh guru hanya ceramah, sehingga membuat siswa bosan dan keterampilan proses sainsnya kurang terlatih.

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Physics learning requires good media in order to convey the relation of physics with everyday life. Lesson material delivered in the form of multimedia is accepted by students better than material in the conventional form. Smartphone-based media is one of the breakthroughs that can be implemented into physics learning. The purpose of this study is to produce an Android-based physics mobile learning media product that are valid and feasible for use in learning. This research is a Research & Development study with procedures adapted from the 4-D model. Based on the results of the development, obtained an Android-based physics mobile learning media product on the Optical Instruments material. The product was developed using the Android Studio 3.2 IDE at the minimum level of API 14 Ice Cream Sandwich. Media products are declared valid and can be used in physics learning with expert assessment results on the Very Good criteria.

The higher order thinking skills (HOTS) of students in Indonesia is still low. This study aims to determine the effectiveness of using Android-based interactive physics learning media with a scaffolding approach on Sound Wave material to increasing higher order thinking skills. This study used a Pre-Experimental with one Group Pretest-Posttest Design. The evaluation instrument developed was a higher order thinking skills test instrument in the form of reasoned multiple choice. Data were analyzed with descriptive statistics and used the Anava test. The result showed that the use of Android-based Mobile Interactive Physics Learning Media with the Scaffolding approach on Sound Waves material proved to be effective in increasing students' HOTS abilities. This can be seen from the results of the effectiveness test, size-effect, and the size of the effective contribution that has been made showing that learning with the scaffolding approach assisted by the IPMLM application has increased higher than the control class.

This study aims to: 1) produce an Android-based IPMLM application that is suitable for learning on sound wave material, 2) test the effect of IPMLM on student learning independence. This type of research is the R&D of 4-D models (defining, developing, developing, and disseminating). The application of this research uses the Scaffolding approach. Research design uses Pre-Test Post-Test Control Group. IPMLM applications are rated by media and materials experts. The limited trial stage for the readability of IPMLM media was carried out at SMAN 1 Woha class 11 IPA with a total of 30 students. The limited trial stage was carried out at SMAN 1 Woha, SMAN 1 Palibelo, SMAN 1 Belo, and SMAN 1 Bolo with a total of 320 students in class 11 of the science program. The subjects of the broad test were students of class 11 IPA from SMAN 1 Woha, SMAN 1 Palibelo and SMAN 1 Belo, each of which consisted of two classes in the experimental class and the control class. The number of students in the experimental class was 88 students and the control class was 90 students. Subjects were selected by purposive sampling technique. The broad test research design used a Pretest-Posttest Control Group. Data collection was carried out by means of a questionnaire. The results show that 1) the IPMLM application is suitable for use in learning physics about sound waves, 2) the use of IPMLM in learning physics increases student learning independence.