We show that classical density functional theory can be based on the constrained search method [M. Levy, Proc. Natl. Acad. Sci. USA 76, 6062 (1979)]. From the Gibbs inequality one first derives a variational principle for the grand potential as a functional of a trial many-body distribution. This functional is minimized in two stages. The first step consists of a constrained search of all many-body distributions that generate a given one-body density. The result can be split into internal and external contributions to the total grand potential. In contrast to the original approach by Mermin and Evans, here the intrinsic Helmholtz free-energy functional is defined by an explicit expression that does not refer to an external potential in order to generate the given one-body density. The second step consists of minimizing with respect to the one-body density. We show that this framework can be applied in a straightforward way to the canonical ensemble.
The Computer has occupied a comprehensive coverage, especially in education scopes, including in learning-teaching processes, testing, and evaluating. This research aimed to develop computerized adaptive testing (CAT) to measure physics higher-order thinking skills (HOTS), namely PhysTHOTS-CAT. The Research Development used the 4-D developmental model carrying the four phases of define, design, development, and dissemination (4D) developed by Thiagarajan. This testing instrument can give the item test based on the student's abilities. The research phases include (1) needs analysis and definition, (2) development design (3) development of CAT and assemble the test items into CAT, (4) validation by experts, and (5) feasibility try-out. The findings show that PhysTHOTS-CAT is valid to measure physics HOTS of the 10th-grade students of Senior High School according to 82.28% of teachers and students assessment on PhysTHOTS-CAT content and media. Therefore, it can conclude that PhysTHOTS-CAT can be used and feasible to measure physics HOTS of the 10th-grade students of the Senior High School.
Renewable energy sources in Indonesia, such as hydropower, are very abundant. However, the utilization of these sources as alternative energy in Indonesia has not been optimized. Education for Environmental Sustainable Development (EESD) approach could be implemented in science education to give students valuable insights into the environment. The form of teaching materials for EESD is the student worksheet. The objective of this study was to analyze the effectiveness of learning using EESD-based student worksheets to improve environmental literacy. This study belonged to the quasi-experiment, and the sample was taken using a cluster sampling technique class. The findings of this research showed that the mean score of the experimental class was greater than the control class, and there was a remarkable difference in environmental literacy between the experimental and control class. Therefore, we could conclude that EESD-based student worksheets are useful to improve students' environmental literacy.
This study produces technological pedagogical and content knowledge (TPACK) instruments, which conventionally use print modules. The aims of this study were 1) to develop appropriate website-based TPACK instruments, and 2) to determine the effect of the produced website-based TPACK instruments toward the pedagogy competence of Science teachers in their learning preparation in the classroom. The methodology used was based on the ADDIE stages which stand for analyze, design, develop, implement, and evaluate. The results of this study include 1) instructions for producing TPACK instruments based on the results of synthesis; 2) instructions for making a website format based on the synthesis results; 3) TPACK framework design in website content; 4) TPACK instruments validation results; and 5) website validation results. Moreover, limited and field tests were conducted upon the website-based TPACK instruments to determine their effect toward the pedagogy competence of Science teachers. Quantitatively, the TPACK instruments scored 70 out of 76, while the website scored 60 out of 90. Finally, the limited and field tests results showed that website-based TPACK instruments positively affect the pedagogy competence of Science teachers in their learning preparation in the classroom with an overall Good category and a Very Good category for the usage evaluation from the users.
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