Guruh Sukarno Putra

The 2018 Lombok earthquake sequence comprised a series of deadly seismic events resulting from the rupture of the Flores Back-Arc Thrust (FBAT), including a foreshock (M 6.4) on July 29, a mainshock (M 6.9) on August 5, and a major aftershock (M 6.9) on August 19. This study quantifies the coseismic surface displacement associated with these three events through Interferometric Synthetic Aperture Radar (InSAR) analysis. Although InSAR enables dense spatial measurement, standard Line-of-Sight (LOS) data are inherently distorted by the satellite's side-looking geometry, particularly in areas with steep topography such as the Rinjani volcanic complex. To address this limitation, an incident-angle correction was applied to derive Corrected Surface Displacement (CSD). The analysis indicates that the July 29 foreshock produced a peak uplift of 13.16 cm at Anyar, the August 5 mainshock resulted in the highest recorded uplift of 62.10 cm at Selengen, and the August 19 aftershock generated a maximum displacement of 40.57 cm at Darakunci. Notably, the foreshock was accompanied by significant subsidence of -13.45 cm at Mt. Rinjani and -10 cm at the Sembalun Region, in sharp contrast to the coastal uplift. This subsidence likely reflects a loss of structural integrity or depressurization within the volcanic edifice and may also indicate compaction of loose volcanic tephra or depressurization of hydrothermal systems triggered by dynamic stress from the foreshock. These findings highlight the necessity of incident-angle corrected InSAR for accurate hazard assessment in complex volcanic back-arc environments

This study has successfully constructed the scenario of differentiated instruction (DI) on physics learning as a reflection of readiness and future implementation through undergraduate students’ beliefs. Differentiated instruction (DI) is an approach that enables teachers to plan strategically to meet the needs of every student. However, differentiated instruction in physics may or may not challenge its users in reality as it depends on beliefs and views about the nature of science, instruction, and pedagogical content knowledge. This quantitative-qualitative study involved 56 undergraduate students and consisted of three main stages: preliminary, analysis, and rendition. In the first and second stages, we found a strong negative correlation between the proportion of mathematics-conceptual knowledge of the topics and the possibility of implementing differentiated instruction (r =-0,576). Meanwhile, belief in self-proficiency is directly proportional to the DI implementation possibility (r = 0.828). In conclusion, we created two scenarios based on analysis, representing the current reality of how DI will be implemented and future implementation expectations. Moreover, this research strengthens the theory that beliefs influence the possibility of using differentiated instruction. We suggest a demand for an effective introduction to differentiation instruction during science teacher preparation programs and leading professional learning that may support the development of undergraduate students at the beginning of their careers.

Misconception tendency of differentiated instruction in publicly shared teaching and learning videos on youtube: A mixed-methods exploration study

This paper aims to stimulate a teaching and learning reflection for Indonesian IGCSE physics classrooms through a recent booming and recreational game of Newtonian yoyo called lato-lato. As physics is one of the critical and complex subjects in secondary school, it establishes a struggle for students to comprehend the concept of physics. The 21st-century physics education learning aims to promote high-end reasoning and deep understanding. Contextual physic learning will support this mission to reach maximum attainment for students. Physics through contextual knowledge will be more feasible for students. The recent phenomenon of lato-lato encounters a new interest for students. Lato-lato as a demonstrator and contextual example will be a resourceful material for several concepts of Newtonian mechanics, for instance: collision and energy. In addition, lato-lato may provide an advanced idea of circular motion, momentum, and impulse, oscillation. Lato-lato involvement may bring a chance for IGCSE curriculum adjustment in mechanics topics to become a significant pre-learning process. By using the adjusted curriculum, students are more likely to reach their maximum attainment and conceptual understanding of mechanics because students feel interested and encouraged to learn through a problem-solving and real-world setup. Lato-lato (Newtonian Yoyo) phenomenon may solve students’ learning difficulties in IGCSE physics through a conceptual phenomenon.