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The lack of community understanding of the predictions of the ocean climate is key to addressing the impacts and crisis of the ocean climate. The aims of this study is to explain the stages of ocean climate prediction skills using the ARIMA technique for pre service teacher students as beginner learners and provide solutions to build a conscious and responsive attitude to the ocean climate. The data used is Sea Surface Temperature (SST) Niǹo 3.4, analysis the stages of the Autoregressive Integrated Moving Average (ARIMA) model used MINITAB 16.0 and Microsof Excel that has been developed then applied by 3 respondents. Based on the results of the study, more detailed stages of the arima model and n 3 respondents both got a correlation value of 0.96 for Nino SST 3.4 original value and model value, correlation 0.92 for 1 year validation and correlation 0.99 ENSO prediction for 1 year (12 months) ahead. Thus the development of the ARIMA model stage is very effective to be used to predict climate such as ENSO events and other ocean climate phenomena.

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This research is a first step in the model design of gamification in physics experiment that engage pre‐service physics teachers (PPTs) to an experiment system designed like gameplay. The implementation of gamification in physics experiment to measuring acceleration due to gravity (g) using the application of physical phone experiments (phyphox) on smartphone. It was involved 25 PPTs at one of the University in Bandung. This quasi-experimental research used one-group-pretest-posttest design. Data were collected through tests. The result of data analysis shows that there were significant differences in the PPTs’ concept mastery before and after following the physics experiment with implementing gamification. The increasing of PPTs’ concept mastery can be categorized as medium (〈g〉 = 0,30 and d = 0,32). The model of gamification in physics experiment that was designed create the atmosphere of physics experiment more fun and competitive, promoting motivation to engage in physics experiment activities such as observing, collecting data, analyzing data, inferring and communicating. Further development, this model of gamification needs to be supported by a system that can integrate the assessment automatically. It will be facilitate lecturers in conducting product and process assessments.