The world of education requires students who are able to create and develop new ideas. Creative thinking needs to be done, because it can improve the quality of student learning. Project-based learning is an effective learning model for encouraging creative thinking. By implementing PjBL in the classroom, teachers can help students achieve success in the future. This research aims to determine the increase in creative thinking of high school students with project learning modules on balance and rotation dynamics. This research is quantitative descriptive. The method used is one-group pre-test – post-test design. Data collection techniques use questionnaires, observations and tests. This research was carried out at SMAN 5 Palangka Raya class XI MIPA 3 with three meetings. The research results show that: 1) The learning tools in the research are very suitable for use with a value of 0.85 for the module, 0.80 for the RPP and 0.92 for the questions. 2) The learning model implemented can be implemented very well, as seen from the percentage of implementation sheets for 3 meetings of 100% in the first meeting, and 91.6% in the second and third meetings which is categorized as very good, 3) There is an increase in creative thinking in students SMA from the use of project learning modules, balance material and rotation dynamics seen from the pre-test and post-test data which shows the calculated t value < t table.

The ability to identify celestial objects provides significant benefits for improving students' motivation, understanding of the subject matter, reasoning, and skills, yet this area remains underexplored by researchers. This study aims to describe the profile of junior high school students' ability to identify celestial objects in science learning, particularly in the Solar System topic, focusing on their experiences in recognizing the names of celestial objects at night. Using a qualitative approach, this research involved semi-structured interviews with three science teachers and a survey of 31 7th-grade students who had not been taught the Solar System topic. The research instruments included student characteristics, availability of learning resources, challenges faced by students, teaching methods, and responses to the idea of outdoor learning with the assistance of an Augmented Reality (AR) application. The results indicate that, generally, students are not yet able to identify celestial objects other than the Moon due to limited prior experience and knowledge. Although teachers have attempted to introduce identification methods through instructional videos and direct explanations, this method is considered less accurate due to discrepancies between classroom learning and field experiences. However, both teachers and students recognize that identifying celestial objects can enrich understanding of the subject matter, increase motivation, and stimulate gratitude for God's creation. The positive response to the idea of outdoor learning with an AR application indicates high interest from both teachers and students in this approach.

The background to this research is the lack of student interest in physics, with various underlying factors. Starting from the unavailability of learning modules in schools to the absence of measuring instruments, which results in students having difficulty calculating measurement results using measuring instruments that have never been seen or used before. Therefore, it is important to develop valid and practical modules, one of which is by using technology in teaching and learning activities, which is one of the steps in increasing the effectiveness of learning, with the help of Augmented Reality using the Assemblr Edu application and focusing on measurement material in class X. This research is research and development (R&D) using the 4D model (Define, Design, Development, Dissemination). However, this research only reached development at the practicality stage. Based on the results of data analysis, validation from material, media and interpretation experts was found to be 94.5%, 83.3% and 91.6%, respectively, in the very valid category. And the practicality of the module by teacher and students was obtained at 98.6% and 86.4% in the very practical category.

This study raises the problem of low student learning outcomes in physics subjects, the lack of student activity, and enthusiasm during learning. This Study aims to determine the effect of the Course Review Horay on physics learning outcomes. The population of this study were all students of class XI IPA MAN 4 Aceh Besar consisting of two classes. Sampling was taken using a total sampling technique with 32 students as the experimental class and 36 students as the control class. Data collection was carried out using test instruments, namely pre-test and post-test. The data analysis technique uses the N-Gain test to see the difference in the increase in student learning outcomes in the experimental class and the control class, then the data is analyzed using the t test to see the effect of the course review horay type cooperative learning model on the physics learning outcomes of MAN 4 Aceh Besar students. Based on the results of data analysis, it was obtained that the N-Gain for the experimental class was 0.78, which was included in the high gain index category, while the N-Gain for the control class was 0.69, which was included in the medium gain index category. The results of data analysis using the t-test show that tcount 2.292 > ttable 1.668. Thus it can be concluded that there is an influence of the cooperative learning model type course review horay on the physics learning outcomes of MAN 4 Aceh Besar students (tcount > ttable).

The role of teachers in the educational process requires adequate professional qualifications to carry out their duties and responsibilities effectively. Standards for academic qualifications and teacher competency are regulated nationally, with personality and professional competency being the most significant. Students as prospective teachers need to have these qualification standards. This study aims to examine the professionalism and personality competencies of prospective physics teachers through a laboratory assistance program. A qualitative approach with a collective case study design was used to analyze data from 8 physics education students participating in the program. The results show that this program helps physics education students develop professional competence through problem-solving processes during laboratory activities. Meanwhile, personality competence is formed through self-control awareness and the development of student character. Thus, the laboratory assistance program has proven to be effective in preparing physics education students with the necessary competencies to become quality teachers.

Education in Indonesia has moved towards a broader digital approach. Information and communication technology development has encouraged many schools and educational institutions to look for new ways to integrate technology into teaching. One way is by utilizing a Learning Management System (LMS). One LMS platform that is quite widely used is Schoology. This research aims to find out how Schoology is used in physics learning in schools in Indonesia. The method used in this research is Systematic Literature Review (SLR), namely by finding, selecting, and synthesizing studies submitted for a specific question by following a systematic, transparent, and iterative process. Researchers chose 14 articles sourced from Google Scholar for analysis. These articles are grouped into certain groups to simplify the analysis process. This research found that the use of Schoology is quite good in facilitating physics learning in schools. However, Schoology should not be used in full, educators must play an active role so that students can still understand the material presented. Therefore, the learning method that is suitable for using Schoology in physics learning is the blended learning method. Keyword: LMS, Schoology, Physics Learning, Indonesian School

This study aims to improve physics learning outcomes of SMA Negeri 11 Banda Aceh students through the implementation of guided inquiry TPACK strategy. The background of this research is students' underutilization of computer laboratory and science laboratory equipment. The research approach used was a pre-experimental design with one pretest and one posttest group. This research sample included 31 students from class XI MIPA 3. The results revealed a considerable improvement in problem-solving ability in Physics after using the guided inquiry TPACK method. The average score of the students' pretest was 33.55, but it increased to 88.06 in the posttest. The test data analysis indicated an average N-Gain score of 81.88%, this shows the positive influence of the implementation of TPACK learning method on student learning outcomes. By applying the guided inquiry TPACK method, this study contributes to overcome the issue of low physics learning outcomes at SMA Negeri 11 Banda Aceh. It is intended that this research would encourage Physics teachers to apply the TPACK technique in their classrooms in order to improve student learning outcomes and employ laboratory equipment to its fullest potential.

This study aims to determine the validity, practicality and effectiveness of interactive electronic modules (e-modules) with collaborative teamwork for physics learning. Design e-modules using the Flip PDF Professional application.This development uses the ADDIE development design (Analysis, Design, Development, Implementation and Evaluation). This research was conducted at senior high school in Purworejo. The test subjects were limited to class X2 with 5 students and a wide trial with 71 students in class X1 class X2. The research instruments used were validation sheets, collaboration skills questionnaires, learning module implementation sheets, collaboration skills observation sheets and student response questionnaires. Study data analysis techniques through validity test, and N-gain. The results of the study obtained: 1) material validation by expert validators obtained an average score of 3.72 in the "very good" category media experts obtained an average score of 3.63 in the "very good" category, so that it was declared very good. 2) the practicality of the media seen from the responses of the students obtained an average percentage of 93.7% in the "very practical" category. 3) the effectiveness of the e-module is seen from the increase in the results of the pre and post collaboration skills questionnaire, namely obtaining an N-gain of 0.68 in the "medium" category. For this reason, the development of interactive e-module with Collaborative Teamwork Learning for physics learning meets valid, practical and effective criteria, to improve students' collaboration skills in Class X senior high school.