ABSTRAKPrestasi siswa dalam pelajaran fisika rendah, hal ini disebabkan oleh rendahnya aktivitas dan kesiapan belajar. Aktivitas dan kesiapan belajar dipengaruhi oleh faktor internal dan eksternal seperti  minat dan motivasi,  penelitian ini bertujuan untuk mengetahui pengaruh minat belajar dan motivasi belajar terhadap aktivitas dan kesiapan belajar. Penelitian ini merupakan jenis penelitian kuantitatif, dengan desain penelitian kausal konfirmatori yang bertujuan untuk menguji hipotesis sebab akibat. Penelitian dilaksanakan di SMAN 1 Sukomoro dengan polulasi seluruh siswa kelas X, XI dan XII IPA sebanyak 327 siswa, dengan jumlah sampel 179 siswa. Pengambilan sampel menggunakan rumus slovin dengan dengan tingkat keakuratan 95% dan batas toleransi 5%, instrumen yang digunakan berupa angket dengan skala likert. Analisis yang digunakan adalah analisis deskriptif dan analisis SEM. Hasil analisis deskiptif menunjukan bahwa minat belajar, motivasi belajar, aktivitas belajar dan kesiapan belajar siswa berada pada kategori sedang. Hasil analisis SEM menunjukkan minat belajar berpengaruh signifikan terhadap aktivitas belajar, minat belajar berpengaruh signifikan terhadap kesiapan belajar, motivasi belajar berpengaruh signifikan terhadap aktivitas belajar, motivasi belajar berpengaruh signifikan terhadap kesiapan belajar. Kata kunci: aktivitas belajar; kesiapan belajar; minat belajar; motivasi belajar ABSTRACTStudent achievement in physics lessons is low, this is due to low activity and learning readiness. Activities and learning readiness are influenced by internal and external factors such as interest and motivation. This study aims to determine the effect of learning interest and learning motivation on activities and learning readiness. This research is a type of quantitative research, with a confirmatory causal research design that aims to test the causal hypothesis. The research was conducted at SMAN 1 Sukomoro with a total population of 327 students of class X, XI and XII IPA, with a total sample of 179 students. Sampling using the Slovin formula with an accuracy level of 95% and a tolerance limit of 5%, the instrument used was a questionnaire with a Likert scale. The analysis used is descriptive analysis and SEM analysis. The results of descriptive analysis show that interest in learning, learning motivation, learning activities and student readiness are in the medium category. SEM analysis results show that learning interest has a significant effect on learning activities, learning interest has a significant effect on learning readiness, learning motivation has a significant effect on learning activities, learning motivation has a significant effect on learning readiness. Keywords: learning activities; learning readiness; interest in learning; learning motivation

This study aimed to analyze the fermentation process of Civet Coffee through Extremely Low Frequency (ELF) magnetic field radiation. The research method used a Completely Randomized Design (CRD) experimental. The sample of high quality pulped coffee that fermented by adding α- amylase and is grouped in seven. The six groups are exposed by ELF magnetic field in 100 μT and 300μT for 15 minutes, 30 minutes, and 45 minutes, and one group is served as the control. The result indicated that the population of Lactobacillus in the experiment groups increases significantly compared to the control. The exposed sample achieves the highest population in 300 μT intensity for 45 minutes. Also, the total of pH during the fermentation process did not show any significant changes. ELF magnetic field exposure in 300 μT optimized Lactobacillus proliferation drastically in the fermentation process of artificial Civet coffee. This research can contribute to developing fermentation technology based on ELF magnetic field radiation as well as improving the quality of artificial Civet coffee.

The Covid-19 pandemic has an impact on many things, one of which is education. Changes that occur in the field of education are a learning system that is used as a distance learning system. Physics is a subject that is considered less attractive and tends to be boring. One of the reasons physics is considered boring is the lack of learning media to support physics material, especially digital ones. The purpose of this study was to analyze the responses of Al-Azhar Jember Senior High School students after using physics learning media in the form of an interactive digital physics module based on Articulate Storyline3, the subject of Newton's law about gravity. This research method is a quantitative research method using an instrument in the form of a response questionnaire given to class X MIPA SMA Plus Al-Azhar Jember via the google form page. Based on the research that has been done, it shows that digital physics moul gets a very positive response from respondents. The digital physics module obtained a score of 81, 60% on a limited scale trial and a score of 83.86% on a wide-scale trial.   Keywords: digital module, physics learning, students response

The learning process can run well when there is interaction or reciprocity between teachers and students. One of the reciprocity between students and teachers is the response. Therefore, the response becomes one of the important components in the learning process. One of the requirements for a learning process to run smoothly and achieve maximum learning objectives is the response of students. The purpose of this study was to describe student responses to the use of interactive physics E-LKPD assisted by worksheets in measurement subjects. This research is a type of quantitative descriptive research with data collection techniques using student response questionnaires which are distributed after using the interactive physics E-LKPD assisted by LKS for measurement subjects. The sample in this study was 30 students of class X SMA Negeri Ambulu Jember Regency. The results of student responses after using interactive physics E-LKPD assisted by Live Worksheets are based on indicators, namely: the format indicator is 81%, the relevance indicator is 82%, the confidence indicator is 73%, and the interest indicator is 75%. The average result of student responses from all statements is 79% which means it is in the good or positive category.

One effort to improve the quality of learning physics is by developing abilities in problem solving. Problem solving abilities are complex cognitive activities using thought processes. For students, by knowing problem solving abilities, they can do self-reflection and have learning motivation to change for the better. For teachers, knowing students' abilities in problem solving can be used as a guide for designing learning strategies and evaluations that are suitable for improving problem solving skills. For this reason, it is necessary to identify problem solving abilities of high school students. Methods of research data collection using tests and interviews. Tests for measuring problem solving abilities are categorized as ill-structured problems and well-structured problems. The results showed that students were better able to solve well-structured problems than ill-structured problems. The ability of students to solve well-structured problems and ill-structured problems, most of them are included in the category of novice and only a small proportion are categorized as expert. The novice and expert characteristics based on the results of the study is described in detail in the part of discussion.