This study aims to develop an interactive electronic student worksheet (eWS) on electromagnetic induction material with a scientific approach using 3D PageFlip, Camtasia Studio 8, and Adobe Flash Professional CS6. The research design used is a research & development design with instructional design procedures that refer to the ADDIE stage as a fundamental process in developing learning resources. The revision process is carried out through formative revisions based on data obtained from an individual, small group, and field trials. The results of the validator assessment of the validity of electronic student worksheet products were analyzed with the Cohen's Kappa formula and obtained k = 1.00 (valid) for the material and k = 0.89 (valid) for the media. The implementation of eWS to 177 students and Level 1 evaluations showed that students had a good perception of the content and the media of eWS. They also perceive that they are involved or participate in learning using eWS. An independent-sample t-test was conducted in Level 2 evaluation to compare student learning outcomes. There are significant difference in score for students using eWS (M = 73.87, SD = 22.56) and without eWS (M = 27.73, SD = 15.51); t (54) = 10.51, p = 0.00 (two-tailed). The difference in the mean value of 46 (95% confidence level) is large (eta squared = 0.58).

Tujuan Penelitian: Model pembelajaran Guided Discovery Learning telah diyakini dapat meningkatkan hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui efektivitas pelaksanaan model pembelajaran Guided Discovery Learning pada materi laju reaksi, dan untuk mengetahui hasil belajar siswa pada materi laju reaksi di SMAN 1 Kota Jambi. Metodologi: Metode penelitian yang digunakan adalah  metode penelitian mix method yang  menggabungkan penelitiankuantitatif dan penelitian kualiatif. Desain yang digunakan adalah desain penelitian quasy experiment jenis time-series design tanpa kelas control. Terdapat satu kelas yang digunakan sebagai sampel yaitu kelas XI MIPA 6. Teknik pengambilan sampel yang digunakan adalah purposive sampling. Adapun instrument penelitian yang digunakan adalah lembar observasi aktivitas guru dan siswa dalam melaksanakan model dan tes hasil belajar siswaberbentuk essai. Temuan utama: Berdasarkan hasil analisis data didapati hasil bahwa efektivitas penggunaan Model Guided Discovery Learning ditinjau dari hasil belajar siswa pada pertemuan pertamamengalami peningkatan dibanding pretest (25,66%, 73,88%), dan pada pertemuan kedua (73,88%, 74,33%). Data tersebut didukung oleh data observasi kuantitatif yang menunjukkan kategori baik (76%), dan data observasi kualitatif proses pembelajaran telah dilaksanakan dengan baik.  Namun, pada pertemuan ketiga hasil belajar mengalami penurunan drastic sekitar 53,16%. Hal ini relevant dengan data kualitatif yang juga menunjukkan proses pembelajaran terlaksana kurang baik pada pertemuan ketiga. Keterbaruan penelitian: Novelti dari penelitian ini ialah penggunaan model Guided Discovery Learning untuk melihat hasil belajar siswa.

The misconceptions experienced by pre-service physics teachers are essential to know; However, these are not easy to identify, let alone to remediate. This study aims to find out how additional instruction changes pre-service physics teachers’ responses and whether or not it affects the misconceptions of pre-service physics teachers. Respondents were tested using the online Four-Tier Buoyancy Instrument (FTBI) twice, namely at Time 1 and 2. Preservice physics teachers were given additional instructions between the two measurements by reminding them of the principle of balance on a stationary object or an object moving in a straight line with constant velocity. Quantitative data from the two areas of the instrument are then analyzed and compared to determine the differences in respondents’ answers. In-depth interviews were conducted with respondents who had different answers to the instruments. The results showed that a small proportion of respondents had changed their answers to be the correct answers on several FTBI items. The interview results showed that it seems there was a tendency to change the respondents’ cognitive structure from locally coherent to global coherent. However, this change does not necessarily reduce pre-service physics teachers’ misconceptions about buoyancy significantly.