Scientific learning in schools requires not only students’ ability to understand concept, but also critical thinking abilities of the students. However, the current scientific learning process is still focused on only cognitive aspects. Therefore, a teaching model or strategy that is able to support students to understand concept as well as develop students’ critical thinking abilities is needed. One of the existing needed strategies is Predict-Observe-Explain (POE). The aim of this research is to identify the effects of Predict-Observe-Explain (POE) strategy on students’ conceptual mastery and critical thinking in learning vibration and wave. The method that was used in this research was weak experiment and the design was one-group pretest-posttest. The population of this research was 8th grader students in a junior high school in Bandung. The sample of the research was 18 students. The technique that was used was purposive sampling. The results of the research were: There was enhancement in students’ conceptual mastery, indicated by average normalized gain of 0,29; There was enhancement in students’ critical thinking abilities from level 1,30 (challenged thinker) to 2,07 (beginning thinker). Students can easily predict, observe and explain waves concept have difficulties on transversal waves and longitudinal waves concepts. For the next research it is recommended that Predict-Observe-Explain (POE) is to be tried on motion, electricity and ecosystem.

Tortuosity (τ) of two-dimensional fractal model of porous media is investigated to study their relationship with porosity. Square full-walk technique is applied to obtain τ in a two-dimensional fractal model of porous substance constructed by Randomized Sierspinski Carpets. The numerical result is in good agreement with previous results and empirical relation between tortuosity and porosity given by τ ~ p(1 - ϕ) + 1 that was found by other using Lattice Gas Automata method for solving flow equation on two-dimensional porous substance constructed by randomly placed rectangles of equal size and with unrestricted overlap. Average tortuosity of the flow path decreases linearly as fractal dimension of pore increases at each fractal iteration. Both fractal dimension and iteration give almost the same linearly tortuosity–porosity relation. The type of random algorithm for constructing Randomized Sierspinski Carpets has no significant influence on the tortuosity–porosity relation.

Experimental studies have conducted problem based learning model with multirepresentation appoach for seeing the increase of learning achievement and scientific consistency. Research was implemented at one of senior high school in West Bandung. Multirepresentation approach (verbal, graph and math) that believed that able to make easier the students for learning concept in various representation. Pre-experiment method is used with one group pretest and posttest design. Research sample was one of tenth grade classes. The instrument to measure the learning achievement is in the form of multiple choice question which consist of twenty six questions, while scientific consistency was measured by multirepresentative three tier test based 21 questions which consist of seven concepts. These is an improvement between pretest and posttest result, it is categorized as medium with gain normalization of learning achievement 0,44 while gain normalization of scientific consistency 0,38. Futher, there is improvement scientific consistency level for whole elastic subject, four students in the consistency level, 13 students in enough consistency level and four students in the not consistency level. Based on the research result, there is tendency in multirepretation answers with students' multi intelegences level.

Three-dimensional pore structure of four samples of geological rock was obtained using serial sectioning. Their fractal and flow properties have been successfully determined through image analysis. The measured 3D box counting fractal dimension of four geological rock samples are 2.59, 2.88, 2.88 and 2.29, which are not integer dimensions. This would imply that the structure of the four geological rock samples is fractal in nature. Porosity of the four rock samples are ranged from 0.18 to 0.31 and the specific surface area is ranged from 1.57 to 2.75 mm-1. Tortuosity estimated from image analysis of the four samples is ranged from 1.11 to 5.83 and varied in each fluid flow direction. This would imply that the rock samples are not uniform in its pore structure. The fractal dimension as a representation of the isotropic level of the pore structure is not clearly clarified and it still needs further investigation.

The present study aims to investigate the effect of Project in Problem-Based Learning on students’ scientific and information literacy in grade 8 studying in one of the private schools in Bandung in the human excretory system topic. A sample of 39 students in two classes was selected purposively from the five classes available in the school. An experimental group comprising 19 students received the instruction by Problem-Based Learning with the project at the end of the lesson while the control group comprising 20 students received the human excretory instruction by using Problem-Based Learning without a project. The data was collected via the pre-test and post-test administration. The results were statistically analyzed using SPSS software by employing an independent t-test. Results indicated that after the one-month treatment period, students in the experimental group have a higher score in the scientific literacy test compared to the students in the control group even it was not significantly different. Therefore, the results of students’ information literacy showed that there was a significant difference between the experiment and control group. It is concluded that Project in problem-based learning is useful to conduct as the learning strategies in the classroom to improve students’ scientific and information literacy.