This study aims to develop massive open online course web vinnarrai.com as E-learning on fundamental physics subject and to increase higher order thinking skill of students. This research method used research and development by the ADDIE (Analyse-Design-Development-Implementation-Evaluation) model. The object of this study was 30 students in the physics education program of State University of Jakarta. The validation in this research used material expert validation sheet, media expert validation sheet, learning validation sheet, multiple choice questions, and higher order thinking skill questionnaire. Material expert validation results show 86.5 % (very good). Media expert validation results show 88.0 % (very good). Learning validation results show 89.0 % (very good). Based on the results of the investigation on the effectiveness of vinnarrai.com web on fundamental physics subject, obtained N-gain equal to score of 0.72 in high category. This shows the increased score of higher order thinking skill participants. Based on data above, this study showed that the development of Massive Open Online Course on fundamental physics subject can increase high order thinking Skill of Students.

This research aims to develop a connected Massive Open Online Course (cMOOCs) based on multimedia for thermodynamics subject to improve students’ self-directed learning outcomes. Self-directed learning is for students to improve skill, gain achievement and knowledge, or self development and taken by self effort with any methods in any situation; ability to determine a learning goal, take an action to achieve that goal and evaluate learning effectivity of learning and learning outcomes. cMOOCs is an open online course that is free for many users to participate. This research subject is Thermodynamics related to heat and calor, temperature, thermodynamics laws, and energy exchange. This research method used ADDIE model with the following steps: Analyzing, Designing, Developing, Implementing, and Evaluating. Research was conducted in Physics education departement, State University of Jakarta for six months, started from October 2018 until April 2019. Students’ self-directed learning outcomes improvement test was conducted by pre-test and post-test in two classes (class A and class B) with n-gain result of class A by 0.75 (high) and class B by 0.34 (medium). Results of validation test showed score 93.33% for material validation, 92.59% for media validation, and 92.60% for learning validation. It can be concluded that developed cMOOCs can improve students’ self-directed learning outcomes.

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The teaching materials in the form of video education using problem-based learning models (PBL) accessible via smartphones to support mobile learning (M-Learning) is developed. the kinetic theory of gases is chosen after analysing the needs of the students in the development of this teaching material. The Research and Development (R&D) and refers to the ADDIE development model (Analysis-Design-Development-Implementation-Evaluation) are used as the method of research. The learning videos that are applied in the smartphone apps conform to the stages of the problem-based learning model. The sequences are basic concept, problem definition, self-learning, knowledge exchange and evaluation. In the activities of the learning process, the steps carried out which are orienting problems, organizing students to learn, guiding individual / group experiences, develop and presenting work, analysing and evaluating problem-solving processes. The teaching material in the form of videos that has been developed is accessible via smart devices (smartphones) in the hope that they can be a source of learning in the process of mobile learning (M-Learning). The videos produced are validated by material experts, media experts and learning experts. The Materials Expert gave a score of 95.83 out of a maximum score of 100 with a very good interpretation. Media experts gave a score of 83.6 out of a maximum score of 100 with a very good interpretation. The learning expert gave a score of 89.4 out of a maximum score of 100 with very good interpretation. In addition to being validated, the resulting video was tested for the feasibility of its use by teachers and students. The teacher’s feasibility test scored 90.5 out of a maximum score of 100 with very good interpretation. The students gave a usability score of 87 out of a maximum score of 100 with very good interpretation. Based on the validation and feasibility tests, it can be said that the videos developed as learning material can be used for classroom learning.

This research aimed to determine the effect of using the PhET Interactive Simulation in the online learning to the conceptual mastery ability of high school students. The method used in this research was an experimental method with the one group pretest posttest research design. The research sample was selected using purposive sampling technique from a population of the Science and Mathematics Group Students of Public High School (SMAN) 1, Jakarta. The research instrument used was an objective test of students’ mastery of concepts that had been tested for validity, reliability, difficulty level, and distinguishing power. Based on the results of data processing, the average of pretest and posttest scores were 47.42 and 73.55, respectively, and the N-gain of 0.51 with the medium category. The analysis result shown that count (10.909) was larger than table (2.042) which indicated that the null hypothesis (H0) was rejected and the alternative hypothesis (HA) was accepted. Meanwhile, the strength of the effect of using the PhET simulation in the Online Learning Process to Mastery the Concept of Harmonic Motion for High School Students on a numeric scale was categorized high with an effect size value of 1.79. Thus, it can be concluded that the PhET simulation can be applied to mastery of the physics concept of Harmonic Motion in the online learning process of high school students.