In this research, thermodynamics law experiment media based on IoT was developed and tested. The purpose was to assess the effectiveness of the IoT-based thermodynamic law experiment media through a problem-based learning approach and laboratory activities using science problem solving for talented young scientists. This research was conducted at SMA 2 Batang. This study using the ADDIE approach model. The development steps are: (1) analyzing curriculum requirements and demands in 2013, (2) designing and manufacturing, (3) developing media, (4) limited through small-scale tests, expert testing, tested on professional physics teachers and student grade XI sciences, (5) evaluated to get feedback in the form of comments and suggestions. This media is equipped with an LCD display to read of temperature, electric current, and electrical voltage in real-time which is integrated with the the Thingspeak application on every student’s android phone. This media is easily assembled, based on digital, equipped with manuals and student worksheets. The validation results from the media experts 90.20% (Very Good), the results of the validation from the material experts 91.50% (Very Good), and the results of the physics teacher’s responses covering all aspects of the material and multimedia 93.00% (Very Good). The results of the validation show that thermodynamics law experiment media based on IoT is appropriate to be used as a media for learning activities in the thermodynamics law material laboratory.

The low condition of students’ Generic Science Skills (GSS) becoming a concern since GSS is an essential provision for millennial living in the era of the industrial revolution 4.0. The study aimed to measure the impact of guided inquiry learning on generic science skills by using the digital swing model. This research used the experimental method which involved 360 students of 12th grade from senior high school. The primary data of students’ GSS were obtained from observations during activities and reports of practicum activities, then the resulting data were analyzed by t-test. The average of students’ GSS in the experimental class was 3.32, which is included in the very good category. Meanwhile in the control class was 3.17, which is included in the good category. Based on the results of the t-test analysis, the score was 0.044, which means that there were differences between the experimental class and the control class. Thus, it can be concluded that the use of digital swing has a positive impact on students’ GGS. The use of digital swing could stimulate the students to do the practicum activities which leads to the improvement of student’s GGS. However, this study is only focusing on the smaller angle; therefore, it is crucial for further research to set up the digital swing with the angle >15° to identify the effect on it.

<p>It has been done, the research which aims to develop a web-based teaching materials on the subjects of physics subject with subject mater of temperature and heat. This study using a modified model of the 4D development by eliminating the deployment phase. The validation of product development conducted by validator media experts and experts matter of physics, whereas small-scale trials conducted by physics teacher and 10 students. Validator review results stating that the quality of the product development were included in the category very well with the average percentage rating of 83.93%. The percentage value assigned by media expert by 75% in the good category and the percentage of the value provided by a matter expert 92.85% were in the very good category. Experiments by physics teacher to obtain result of equal to 94.44% were in the very good category and the average percentage of the test results by the students of 90.5% were in the very good category. The characteristics of the products developed include material composition using the curriculum in 2013, there was a recording facility and the results of evaluation of students' activities, there were feedback evaluation results were immediately known by the students and there were some links related to the material either youtube or other learning website.</p>

Deaf students have limitations on the sense of hearing, so to grow self-learning requires special processes and training. The results of the observations at the especialy needs secondary school (Sekolah menengah pertama luar biasa negeri/SMPLB-N-in Indosesia) found that one of the goals of the SMPLB-N Ungaran was to produce graduates who were independent and could live in community life. This study aims to improve the learning independence of SMPLB-N Ungaran students by using BISINDO-based videos. This video is equipped with sign language that makes it easy for students to understand the material being studied. The method used is an experiment with the design of single subject A-B patterns. A is baseline dan B is Intervention. The data analysis technique uses descriptive percentages. BISINDO-based video-assisted learning helps students improve self-learning. The increase in the learning independence of deaf students from the baseline phase to the intervention phase was 2.29 in the high category. The average increase in students’ self-learning is 46.1% for the personal aspects of attributes, 52.4% for the aspect process, and 10.2% for the learning context aspect.