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.

In this research, thermodynamics law experiments media based IoT was developed and tested. The purpose of this research was to assess the effectiveness of media through a problem-based learning laboratory for gifted young scientists. This research is Research and Development with ADDIE (Analysis, Design, Develompment, Implementation, and Evaluation) models. The research subjects consisted of four expert validators, two teachers and one groups of 108 students in Senior High School 2 in Batang City, Indonesia. Data were gathered by using questionnaires, observation, and written test. The results of the Normalized-gain test were 0.79 for the experiment class and 0.41 and 0.30 for the control class. This media is easily assembled, based on digital, equipped with manuals and student worksheets. The validation results from the media experts 3.81 (Very Good), the results of the validation from the material experts 3.54 (Very Good) and the results of the physics teacher's responses covering all aspects of the material and multimedia 3.68 (Very Good). The results of the validation show that thermodynamic law experiment media based IoT is appropriate to be used as a medium for learning thermodynamics law.

This research analyzed media feasibility and effectiveness based on IoT with a problem-solving approach that provides real experience to improve students' HOTS on thermodynamics law material. The Borg Gall method's research development simplification had three stages: preliminary study, development, and field testing. The research subjects consisted of four lecturers as expert validators, two physics teachers, and three groups consisting of 108 in science XI grade students of Senior High School in Batang Regency, Central Java. Data collecting techniques were using questionnaires, observation, interviews, and written tests. The results of the validation of media experts and material experts were 3.84 and 3.75, respectively. The results of teacher responses and students' responses were 3.92 and 3.50 in the excellent category. The product's effective contribution to improving HOTS from the Multivariate Test analysis on GLM based on the partial eta squared value was 85.9%. The mean difference (MD) test results were -30.600 for the experimental group, while the control groups were -5.879 and -16.125, respectively. The more negative the Mean Difference (MD) score, the higher the students' HOTS. This shows that there is an experimental group giving improved scores better than the control group. This shows that there is an experimental group giving improved scores better than the control group. IoT is an opportunity for teachers to see technology as part of education because technology is the current millennial generation's cultural artifact.

Kota Lama Semarang merupakan salah satu obyek wisata sejarah yang berada di kota Semarang dan pada tahun 2016 masuk sebagai salah satu nominasi World Heritage Site. Penelitian ini bertujuan untuk melakukan analisis anomali Bouguer data gaya berat studi kasus di Kawasan Kota Lama Semarang untuk membantu mengidentifikasi struktur bawah permukaan tanah di Kawasan tersebut yang setiap tahunnya selalu terjadi banjir rob, genangan air dan penurunan permukaan tanah. Pengolahan data anomali Bouger menggunakan software Oasis Montaj 6.4.2. Tahap awal dilakukan koreksi pasang surut (TC) dan koreksi apungan (DC). Tahap berikutnya dilakukan koreksi lanjut yang terdiri dari koreksi udara  bebas (FAC) dan koreksi Bouguer (BC) hingga didapat kontur anomali udara bebas (FAA) dan kontur anomali Bouguer (BA). Nilai BA di Kawasan Kota Lama Semarang dengan interval 10,58 mGal s.d 11,65 mGal dengan koreksi FAC mempunyai rentang 1,48 mGal s.d 3,09 mGal, anomali FAA mempunyai rentang 11,1 mGal s.d 12,7 mGal serta koreksi gobs mempunyai rentang 978118,88 mGal s.d 978118,50 mGal. Kawasan dengan anomali Bouguer tinggi memiliki struktur batuan dengan densitas yang tinggi dibandingkan  dengan Kawasan lainnya. Nilai anomali Bouguer semakin ke utara semakin rendah, dan semakin ke selatan semakin tinggi.

<p class="Abstract">The aims of this study was to test the effectiveness of the Relating, Experiencing, Applying, Cooperating, Transferring (REACT) learning model in improving students' understanding of physics concepts. This research used Action Research with the research subjects of class X MIPA 4 SMA N 2 Batang. Data collection techniques using tests. The results of the research in cycle I showed the number of students who got a score of ≥ 60 was 4 students and cycle II was 14 students. These results indicate that the REACT learning model can improve students' understanding of physics concepts. The learning process that is carried out is always connected with events that occur in real life so that students understand the concept more deeply. The REACT learning model can be applied to other physics materials so that students are more actively involved in learning and improve students' understanding of physics concepts.</p>