Pub Date : 2017-11-30DOI: 10.12928/JRKPF.V4I2.8164
Riswanto Riswanto, Novi Ayu Kristiana Dewi
Penelitian ini dilaksanakan di SMP N 1 Pekalongan, Lampung Timur. Berdasarkan hasil observasi siswa di kelasVIII dan wawancara dengan kepala Laboratorium IPA fisika diperoleh gambaran bahwa laboratorium disana memiliki alat-alat laboratorium yang cukup memadai namun belum dimanfaatkan secara maksimal. Upaya penyelesaiannya diterapkan pembelajaran berbasis laboratorium, yaitu suatu konsep pembelajaran yang memadukan antara kegiatan praktik dan pembelajaran teori di laboratorium. Tujuannya yaitu untuk mendorong siswa agar selalu aktif dan kreatif dalam menghasilkan keterampilan proses sains yang dimilikinya melalui kegiatan praktikum secara berkelanjutan. Subjek penelitian ini adalah siswa kelas VIII.5 yang terdiri dari 28 siswa. Penelitian ini merupakan penelitian Tindakan Kelas yang berlangsung selama 2 siklus, setiap siklusnya terdiri dari 3 kali pertemuan. Untuk keakuratan data yang diperoleh peneliti dibantu oleh 4 orang observer dalam mengamati keterampilan proses sains siswa dan karakter keaktifan siswa. Berdasarkan hasil penelitian, diperoleh sebanyak 85,71% siswa telah memiliki keterampilan proses sains dengan skor ≥71dan sebanyak 67,86% siswa telah menunjukan karakter keaktifan dengan skor ≥72. Dari hasil ini disimpulkan bahwa pembelajaran berbasis laboratorium mampu meningkatkan keterampilan proses sains serta mampu medorong terwujudnya karakter keaktifan siswa dalam bentuk karakter tanggung jawab menyusun laporan, merapikan alat, dan kerjasama antar kelompok. Saran dari peneliti, hendaknya dalam penerapan pembelajaran berbasis laboratorium guru selalu membimbing, memberikan perhatian dan mengontrol kinerja tiap kelompok praktikum. This research was conducted at SMP N 1 Pekalongan, Lampung Timur. Based on the observations of students in class VIII and interviews with the head of Physics Laboratory of science got the picture that the laboratory there has enough laboratory equipment but not yet fully utilized. So as an effort to solve it applied laboratory-based learning, which is a learning concept that combines practical activities and theory learning in the laboratory. The goal is to encourage students to always be active and creative in fostering the science process skills they have through practicum activities in a sustainable manner. The subject of this research is the students of class VIII.5 consisting of 28 students. This research is a study of Action Act which lasted for 2 cycles, each cycle consists of 3 times meeting. For the accuracy of data obtained by researchers assisted by 4 observers in observing the skills of students' science processes and student activeness. Based on the results of research, obtained as much as 85.71% of students have had the science process skills with a score of ≥71 and as many as 67.86% of students have shown the character of liveliness with a score of ≥72. From this result, it is concluded that laboratory-based learning can improve the science process skills as well as able to encourage the realiza
本研究是在东灯N-1分公司中期进行的。根据八班学生的观察结果和IPA物理实验室负责人的访谈结果，已经表明那里的实验室有足够的实验室工具，但没有充分使用。该解决方案应用于基于实验室的学习，这是一种介于实验室实践活动和理论学习之间的概念学习。目标是鼓励学生通过持续的实践活动，在培养科学过程技能方面始终保持积极和创造性。本研究的对象是由28名学生组成的八、五班学生。这项研究是一项两个周期的集体诉讼研究，每个周期由三次会议组成。由于缺乏研究人员获得的数据，四名观察员被协助观察学生科学过程的技能和学生活动的特点。根据研究结果，85.71%的学生获得了得分≥71的科学过程技能，67.86%的学生表现出了得分≥72的活动能力。由此得出的结论是，基于实验室的学习可以提高科学过程的技能，并有助于培养学生活动的特点，即有责任起草报告、操作工具和小组之间的合作。研究表明，在实验室学习的应用中，教师总是引导、关注和控制每个实践小组的表现。本研究在楠榜帖木儿Pekalongan SMP N 1进行。根据八班学生的观察和对理工物理实验室负责人的采访，得出了那里的实验室有足够的实验室设备，但尚未充分利用。因此，为了解决这一问题，应用了实验室学习，这是一种结合实验室实践活动和理论学习的学习概念。其目标是鼓励学生始终保持积极和创造性，以可持续的方式通过实践活动培养他们所拥有的科学过程技能。本研究的对象是八、五班的28名学生。本研究是一项为期2个周期的行动法案研究，每个周期由3次会议组成。研究人员在4名观察员的协助下观察学生的科学过程技能和学生的积极性，以确保数据的准确性。根据研究结果，85.71%的学生具有科学加工技能，得分≥71，67.86%的学生表现出活泼的性格，得分≥72。实验结果表明，基于实验室的学习可以不断地提高学生的科学加工技能，并能促进学生主动性的实现。研究者的建议应在教师本位学习的应用中始终指导、关注和控制各小组实验室的表现。
{"title":"Peningkatan Keterampilan Proses Sains Melalui Pembelajaran Berbasis Laboratorium Untuk Mewujudkan pembelajaran Berkarakter","authors":"Riswanto Riswanto, Novi Ayu Kristiana Dewi","doi":"10.12928/JRKPF.V4I2.8164","DOIUrl":"https://doi.org/10.12928/JRKPF.V4I2.8164","url":null,"abstract":"Penelitian ini dilaksanakan di SMP N 1 Pekalongan, Lampung Timur. Berdasarkan hasil observasi siswa di kelasVIII dan wawancara dengan kepala Laboratorium IPA fisika diperoleh gambaran bahwa laboratorium disana memiliki alat-alat laboratorium yang cukup memadai namun belum dimanfaatkan secara maksimal. Upaya penyelesaiannya diterapkan pembelajaran berbasis laboratorium, yaitu suatu konsep pembelajaran yang memadukan antara kegiatan praktik dan pembelajaran teori di laboratorium. Tujuannya yaitu untuk mendorong siswa agar selalu aktif dan kreatif dalam menghasilkan keterampilan proses sains yang dimilikinya melalui kegiatan praktikum secara berkelanjutan. Subjek penelitian ini adalah siswa kelas VIII.5 yang terdiri dari 28 siswa. Penelitian ini merupakan penelitian Tindakan Kelas yang berlangsung selama 2 siklus, setiap siklusnya terdiri dari 3 kali pertemuan. Untuk keakuratan data yang diperoleh peneliti dibantu oleh 4 orang observer dalam mengamati keterampilan proses sains siswa dan karakter keaktifan siswa. Berdasarkan hasil penelitian, diperoleh sebanyak 85,71% siswa telah memiliki keterampilan proses sains dengan skor ≥71dan sebanyak 67,86% siswa telah menunjukan karakter keaktifan dengan skor ≥72. Dari hasil ini disimpulkan bahwa pembelajaran berbasis laboratorium mampu meningkatkan keterampilan proses sains serta mampu medorong terwujudnya karakter keaktifan siswa dalam bentuk karakter tanggung jawab menyusun laporan, merapikan alat, dan kerjasama antar kelompok. Saran dari peneliti, hendaknya dalam penerapan pembelajaran berbasis laboratorium guru selalu membimbing, memberikan perhatian dan mengontrol kinerja tiap kelompok praktikum. This research was conducted at SMP N 1 Pekalongan, Lampung Timur. Based on the observations of students in class VIII and interviews with the head of Physics Laboratory of science got the picture that the laboratory there has enough laboratory equipment but not yet fully utilized. So as an effort to solve it applied laboratory-based learning, which is a learning concept that combines practical activities and theory learning in the laboratory. The goal is to encourage students to always be active and creative in fostering the science process skills they have through practicum activities in a sustainable manner. The subject of this research is the students of class VIII.5 consisting of 28 students. This research is a study of Action Act which lasted for 2 cycles, each cycle consists of 3 times meeting. For the accuracy of data obtained by researchers assisted by 4 observers in observing the skills of students' science processes and student activeness. Based on the results of research, obtained as much as 85.71% of students have had the science process skills with a score of ≥71 and as many as 67.86% of students have shown the character of liveliness with a score of ≥72. From this result, it is concluded that laboratory-based learning can improve the science process skills as well as able to encourage the realiza","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43713351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-30DOI: 10.12928/JRKPF.V4I2.7297
Khusaini Khusaini
Penelitian ini bertujuan untuk memberikan gambaran mengenai kemampuan mahasiswa calon guru fisika dalam menggunakan Peta konsep dalam perkuliahan Statistik untuk Pendidikan. Statsitik dikenal sebagai salah satu perkuliahan yang menantang bagi calon guru Fisika di FMIPA Universitas Negeri Malang. Berbagai variasi perkuliahan dilakukan untuk memberikan dampak yang positif untuk meningkatkan hasil belajar mahasiswa. Peta konsep diterapkan untuk memberikan gambaran dan kaitan yang lebih kuat antara konsep statistik yang harus dikuasai calon guru Fisika dalam melakukan kegiatan penelitian. Penelitian ini menggunakan pendekatan kualitatif dengan analisis konten. Hasil Penelitian menunjukkan bahwa calon guru Fisika semester tiga yang mengambil matakuliah stastik untuk pendidikan cenderung menggunakan peta konsep bentuk jaring (net) meskipun didominasi dengan banyak kalimat serta sedikit kata kunci yang digunakan. Pendekatan kuantitatif deskriptif sebaiknya dilakukan pada penelitian berikutnya untuk memberikan perbandingan yang lebih baik dan lebih mendalam mengenai penggunaan peta konsep pada calon guru Fisika. The study aims to provide a qualitative description regarding students’ ability in applying concept map during Statistics for Education classroom. Statistics is known as a challenging subject for pre-service Physics teachers in FMIPA UM. Various lecturing methods have been applied to enhance students’ performance. The concept map applied to describe and integrate the Statistics concepts in Physics education research. The study employed a content analysis in a qualitative approach. The findings indicate that the pre-service Physics teacher within the third semester taking Statistics for Education tend to use concept map on the net pattern although it was dominated by words and few keywords. A quantitative approach should be conducted to provide a better comparison regarding the application of concept map by pre-service Physics teachers.
{"title":"Pengunaan Peta Konsep pada Matakuliah Statistik untuk Pendidikan bagi Calon Guru Fisika","authors":"Khusaini Khusaini","doi":"10.12928/JRKPF.V4I2.7297","DOIUrl":"https://doi.org/10.12928/JRKPF.V4I2.7297","url":null,"abstract":"Penelitian ini bertujuan untuk memberikan gambaran mengenai kemampuan mahasiswa calon guru fisika dalam menggunakan Peta konsep dalam perkuliahan Statistik untuk Pendidikan. Statsitik dikenal sebagai salah satu perkuliahan yang menantang bagi calon guru Fisika di FMIPA Universitas Negeri Malang. Berbagai variasi perkuliahan dilakukan untuk memberikan dampak yang positif untuk meningkatkan hasil belajar mahasiswa. Peta konsep diterapkan untuk memberikan gambaran dan kaitan yang lebih kuat antara konsep statistik yang harus dikuasai calon guru Fisika dalam melakukan kegiatan penelitian. Penelitian ini menggunakan pendekatan kualitatif dengan analisis konten. Hasil Penelitian menunjukkan bahwa calon guru Fisika semester tiga yang mengambil matakuliah stastik untuk pendidikan cenderung menggunakan peta konsep bentuk jaring (net) meskipun didominasi dengan banyak kalimat serta sedikit kata kunci yang digunakan. Pendekatan kuantitatif deskriptif sebaiknya dilakukan pada penelitian berikutnya untuk memberikan perbandingan yang lebih baik dan lebih mendalam mengenai penggunaan peta konsep pada calon guru Fisika. The study aims to provide a qualitative description regarding students’ ability in applying concept map during Statistics for Education classroom. Statistics is known as a challenging subject for pre-service Physics teachers in FMIPA UM. Various lecturing methods have been applied to enhance students’ performance. The concept map applied to describe and integrate the Statistics concepts in Physics education research. The study employed a content analysis in a qualitative approach. The findings indicate that the pre-service Physics teacher within the third semester taking Statistics for Education tend to use concept map on the net pattern although it was dominated by words and few keywords. A quantitative approach should be conducted to provide a better comparison regarding the application of concept map by pre-service Physics teachers.","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44305273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-30DOI: 10.12928/JRKPF.V4I2.8166
A. Khoiri, Udmatun Nasihah, M. S. Kahar
Tujuan penelitian ini: (1) Mengetahui pengaruh pendekatan SETS dan konvensional terhadap prestasi belajar, (2) Perbedaan pengaruh motivasi berprestasi tinggi dan motivasi berprestasi rendah terhadap prestasi belajar, (3) Interaksi antara pendekatan SETS dan konvensional terhadap prestasi belajar. Desain penelitian adalah factorial, Sampel diambil secara Proporsional stratified random sampling di SMPN 4 Sapuran. Adapun hasil Penelitian berdasarkan teknik uji hipotesis 1 (FA = 6.196>Ftab = 3,970 pada taraf signifikasi 5%) artinya, ada perbedaan pengaruh antara siswa yang diberi pembelajaran dengan pendekatan SETS dan pembelajaran konvensional. Hipotesis 2, dari perhitungan didapatkan hasil bahwa (FB 11,221>Ftab = 3,970 pada taraf signifikasi 5%), maka HoB ditolak, ada pengaruh penggunaan pendekatan SETS dan pembelajaran konvensional terhadap prestasi belajar. Hipotesis 3 didapatkan FAB = 0, 071 Ftab = 3.970 at 5% significance level) means that there is a difference of influence between students who are given learning with SETS approach and conventional learning. Hypothesis 2, from the calculation of the results, obtained that (FB 11,221> Ftab = 3.970 at 5% significance level), then HoB rejected, there is the influence of SETS approach and conventional learning to learning achievement. Hypothesis 3 obtained FAB = 0, 071
{"title":"Analisis Prestasi Belajar Fisika Berpendekatan SETS di Tinjau dari Motivasi Berprestasi","authors":"A. Khoiri, Udmatun Nasihah, M. S. Kahar","doi":"10.12928/JRKPF.V4I2.8166","DOIUrl":"https://doi.org/10.12928/JRKPF.V4I2.8166","url":null,"abstract":"Tujuan penelitian ini: (1) Mengetahui pengaruh pendekatan SETS dan konvensional terhadap prestasi belajar, (2) Perbedaan pengaruh motivasi berprestasi tinggi dan motivasi berprestasi rendah terhadap prestasi belajar, (3) Interaksi antara pendekatan SETS dan konvensional terhadap prestasi belajar. Desain penelitian adalah factorial, Sampel diambil secara Proporsional stratified random sampling di SMPN 4 Sapuran. Adapun hasil Penelitian berdasarkan teknik uji hipotesis 1 (FA = 6.196>Ftab = 3,970 pada taraf signifikasi 5%) artinya, ada perbedaan pengaruh antara siswa yang diberi pembelajaran dengan pendekatan SETS dan pembelajaran konvensional. Hipotesis 2, dari perhitungan didapatkan hasil bahwa (FB 11,221>Ftab = 3,970 pada taraf signifikasi 5%), maka HoB ditolak, ada pengaruh penggunaan pendekatan SETS dan pembelajaran konvensional terhadap prestasi belajar. Hipotesis 3 didapatkan FAB = 0, 071 Ftab = 3.970 at 5% significance level) means that there is a difference of influence between students who are given learning with SETS approach and conventional learning. Hypothesis 2, from the calculation of the results, obtained that (FB 11,221> Ftab = 3.970 at 5% significance level), then HoB rejected, there is the influence of SETS approach and conventional learning to learning achievement. Hypothesis 3 obtained FAB = 0, 071 <Ftab = 3.970, then Ho accepted, so there is no interaction between learning approach and student achievement motivation on student achievement. This means the use of SETS can improve the mindset of children to be more developed and learning more fun.","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43067201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-30DOI: 10.12928/jrkpf.v4i2.8163
M. Y. Kholifudin
Pada materi azaz black sebagian besar peserta didik masih mengalami kesulitan dalam menguasai materi azaz black. Untuk memudahkan peserta didik dalam menguasai materi azaz black penulis menerapkan metode grafik hubungan Kalor [Q kal] dan suhu [t0C] pada proses pembelajaran. Sintak pembelajarannya; 1) peserta didik, mengacu materi azaz black, 2) diskusi interaktif antara peserta didik dan peserta didik dengan guru, 3) guru menyampaikan penjelasan bagaimana menyelesaian problematika azaz black dengan metode grafik, 4) peserta didik menerapkan metode grafik dalam menyelesaikan problematika azaz black. Metode tersebut diterapkan pada 36 peserta didik kelas X IPA 1 SMA Negeri 2 Kebumen. Dari proses pembelajaran diperoleh simpulan bahwa kerangka berpikir, penalaran peserta didik secara terstuktur terbangun dengan baik, sehingga mudah untuk memahami dan menguasai materi azaz black dengan indikator peserta didik dapat mengerjakan problematika azaz back dengan benar. Most of the students still have difficulty to understand the Black’s Principle teaching material. Authors apply the graph method of the relationship of Heat [Q kal] and Temperature [t oC] on the learning process to facilitate learners in mastering this material. The learning syntax includes; 1) learners, referring to Black’s Principle material, 2) interactive discussion between learners and learners with the teacher, 3) teacher explains how to solve Black’s Principle problems with the graphical method, 4) learners apply a graphical method in solving Black’s Principle problems. The method is applied to 36 students of X IPA 1 class of SMA Negeri 2 Kebumen. From the learning process can be concluded that the frame of thinking, the student’s structured reasoning is building up well, easy to understand and master the Black’s Principle material with indicators learners can solve the Black’s Principle problems correctly.
{"title":"Metode Grafik; Solusi Problematika Azaz Black","authors":"M. Y. Kholifudin","doi":"10.12928/jrkpf.v4i2.8163","DOIUrl":"https://doi.org/10.12928/jrkpf.v4i2.8163","url":null,"abstract":"Pada materi azaz black sebagian besar peserta didik masih mengalami kesulitan dalam menguasai materi azaz black. Untuk memudahkan peserta didik dalam menguasai materi azaz black penulis menerapkan metode grafik hubungan Kalor [Q kal] dan suhu [t0C] pada proses pembelajaran. Sintak pembelajarannya; 1) peserta didik, mengacu materi azaz black, 2) diskusi interaktif antara peserta didik dan peserta didik dengan guru, 3) guru menyampaikan penjelasan bagaimana menyelesaian problematika azaz black dengan metode grafik, 4) peserta didik menerapkan metode grafik dalam menyelesaikan problematika azaz black. Metode tersebut diterapkan pada 36 peserta didik kelas X IPA 1 SMA Negeri 2 Kebumen. Dari proses pembelajaran diperoleh simpulan bahwa kerangka berpikir, penalaran peserta didik secara terstuktur terbangun dengan baik, sehingga mudah untuk memahami dan menguasai materi azaz black dengan indikator peserta didik dapat mengerjakan problematika azaz back dengan benar. Most of the students still have difficulty to understand the Black’s Principle teaching material. Authors apply the graph method of the relationship of Heat [Q kal] and Temperature [t oC] on the learning process to facilitate learners in mastering this material. The learning syntax includes; 1) learners, referring to Black’s Principle material, 2) interactive discussion between learners and learners with the teacher, 3) teacher explains how to solve Black’s Principle problems with the graphical method, 4) learners apply a graphical method in solving Black’s Principle problems. The method is applied to 36 students of X IPA 1 class of SMA Negeri 2 Kebumen. From the learning process can be concluded that the frame of thinking, the student’s structured reasoning is building up well, easy to understand and master the Black’s Principle material with indicators learners can solve the Black’s Principle problems correctly.","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47962531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-30DOI: 10.12928/JRKPF.V4I2.8167
K. Maulinda, I. Ishafit
Rangkaian RLC seri merupakan salah satu topik penting pada materi pelajaran listrik arus bolak-balik. Dalam topik ini terdapat fenomena resonansi rangkaian RLC, yang secara eksperimental memerlukan perangkat eksperimen cukup kompleks, sehingga tidak mudah untuk divisualisasikan fenomenanya dalam proses pembelajaran. Pada penelitian ini telah dikembangkan laboratorium virtual rangkaian RLC seri berbasis LabVIEW yang dapat digunakan untuk kegiatan eksperimen simulasi dalam mempelajari fenomena resonanasi rangkaian listrik. Menggunakan prosedur penelitian dan pengembangan, laboratorium virtual rangkaian RLC seri telah diujicobakan dan divalidasi. Hasil validasi masuk dalam kategori sangkat baik, sehingga laboratorium virtual RLC seri layak untuk digunakan dalam pembelajaran fisika SMA. Series RLC circuit is one of the important topics on the subject of the AC electric current. In this topic, there is a resonance phenomenon of RLC circuit, which experimentally requires a fairly complex experimental device, so it is not easy to visualize the phenomenon in the learning process. In this research has been developed a virtual laboratory series RLC circuit based on LabVIEW which can be used for simulation experiment in studying the phenomenon of resonance of electrical circuit. Using research and development procedures, the virtual laboratory series RLC circuit has been tested and validated. The validation results fall into very good categories, so the RLC virtual laboratory is feasible for use in high school physics learning.
{"title":"Pengembangan Laboratorium Virtual Rangkaian RLC Seri berbasis LabVIEW untuk Pembelajaran Fisika SMA","authors":"K. Maulinda, I. Ishafit","doi":"10.12928/JRKPF.V4I2.8167","DOIUrl":"https://doi.org/10.12928/JRKPF.V4I2.8167","url":null,"abstract":"Rangkaian RLC seri merupakan salah satu topik penting pada materi pelajaran listrik arus bolak-balik. Dalam topik ini terdapat fenomena resonansi rangkaian RLC, yang secara eksperimental memerlukan perangkat eksperimen cukup kompleks, sehingga tidak mudah untuk divisualisasikan fenomenanya dalam proses pembelajaran. Pada penelitian ini telah dikembangkan laboratorium virtual rangkaian RLC seri berbasis LabVIEW yang dapat digunakan untuk kegiatan eksperimen simulasi dalam mempelajari fenomena resonanasi rangkaian listrik. Menggunakan prosedur penelitian dan pengembangan, laboratorium virtual rangkaian RLC seri telah diujicobakan dan divalidasi. Hasil validasi masuk dalam kategori sangkat baik, sehingga laboratorium virtual RLC seri layak untuk digunakan dalam pembelajaran fisika SMA. Series RLC circuit is one of the important topics on the subject of the AC electric current. In this topic, there is a resonance phenomenon of RLC circuit, which experimentally requires a fairly complex experimental device, so it is not easy to visualize the phenomenon in the learning process. In this research has been developed a virtual laboratory series RLC circuit based on LabVIEW which can be used for simulation experiment in studying the phenomenon of resonance of electrical circuit. Using research and development procedures, the virtual laboratory series RLC circuit has been tested and validated. The validation results fall into very good categories, so the RLC virtual laboratory is feasible for use in high school physics learning.","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45544448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-30DOI: 10.12928/jrkpf.v4i2.7363
Dasmo Dasmo, I. A. D. Astuti, N. Nurullaeli
Penelitian ini bertujuan untuk mengembangkan media pembelajaran pocket mobile learning berbasis android. Metode penelitian ini menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Penelitian ini telah menghasilkan sebuah luaran berupa media pembelajaran pocket mobile learning berbasis android pada mata kuliah fisika. Media ini layak digunakan berdasarkan validasi dari ahli materi, ahli media dan respon mahasiswa terhadap media pembelajaran yang dibuat. Berdasarkan penilaian validasi ahli materi didapatkan rata-rata skor total sebesar 3,22 pada 14 butir pernyataan, dan termasuk pada kriteria “baik”. Sementara itu, berdasarkan validasi ahli media didapatkan rata-rata skor total sebesar 3,43 pada 15 butir pernyataan, dan termasuk pada kriteria “sangat baik”. Dan berdasarkan hasil analisis respon mahasiswa terhadap media pembelajaran diperoleh rata-rata skor total sebesar 4,0 atau 80%, dengan kategori “kuat”. Dengan demikian dapat disimpulkan bahwa media pembelajaran pocket mobile learning berbasis android layak untuk digunakan dan hampir semua mahasiswa menanggapi respon positif. The current research aims to develop the pocket mobile learning android based. It uses the Research and Development (R&D) method with the ADDIE model (analysis, design, development, implementation, and evaluating). This research has resulted from an outcome of learning media pocket mobile android based on physics subject. This instructional media is feasible to be used based on validation from material experts, media experts , and student responses. Based on the assessment of material expert, the validation obtains an average total score of 3,22 at 14 statements and considered as "good" criteria. Meanwhile, based on the validation of media experts, the average total score reaches 3,43 at 15 statements and considered as "very good" criteria. And based on the analysis of students’ response to learning media, the average total score is 4.0 or 80% with the category "strong". Thus, it can be concluded that the mobile pocket on android based is suitable for use and almost all students give a positive response.
{"title":"Pengembangan Pocket Mobile Learning Berbasis Android","authors":"Dasmo Dasmo, I. A. D. Astuti, N. Nurullaeli","doi":"10.12928/jrkpf.v4i2.7363","DOIUrl":"https://doi.org/10.12928/jrkpf.v4i2.7363","url":null,"abstract":"Penelitian ini bertujuan untuk mengembangkan media pembelajaran pocket mobile learning berbasis android. Metode penelitian ini menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Penelitian ini telah menghasilkan sebuah luaran berupa media pembelajaran pocket mobile learning berbasis android pada mata kuliah fisika. Media ini layak digunakan berdasarkan validasi dari ahli materi, ahli media dan respon mahasiswa terhadap media pembelajaran yang dibuat. Berdasarkan penilaian validasi ahli materi didapatkan rata-rata skor total sebesar 3,22 pada 14 butir pernyataan, dan termasuk pada kriteria “baik”. Sementara itu, berdasarkan validasi ahli media didapatkan rata-rata skor total sebesar 3,43 pada 15 butir pernyataan, dan termasuk pada kriteria “sangat baik”. Dan berdasarkan hasil analisis respon mahasiswa terhadap media pembelajaran diperoleh rata-rata skor total sebesar 4,0 atau 80%, dengan kategori “kuat”. Dengan demikian dapat disimpulkan bahwa media pembelajaran pocket mobile learning berbasis android layak untuk digunakan dan hampir semua mahasiswa menanggapi respon positif. The current research aims to develop the pocket mobile learning android based. It uses the Research and Development (R&D) method with the ADDIE model (analysis, design, development, implementation, and evaluating). This research has resulted from an outcome of learning media pocket mobile android based on physics subject. This instructional media is feasible to be used based on validation from material experts, media experts , and student responses. Based on the assessment of material expert, the validation obtains an average total score of 3,22 at 14 statements and considered as \"good\" criteria. Meanwhile, based on the validation of media experts, the average total score reaches 3,43 at 15 statements and considered as \"very good\" criteria. And based on the analysis of students’ response to learning media, the average total score is 4.0 or 80% with the category \"strong\". Thus, it can be concluded that the mobile pocket on android based is suitable for use and almost all students give a positive response.","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44724044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-10-30DOI: 10.12928/JRKPF.V4I2.8165
Lia Adini, O. Okimustava
Pengukuran koefisien viskositas zat cair menggunakan hukum Hagen-Poiseuille dengan metode Microcomputer Based Laboratory telah dilakukan. Viskositas merupakan ukuran penolakan fluida terhadap perubahan bentuk di bawah tekanan shear. Hukum Hagen-Poiseuille digunakan dalam penelitian ini karena zat cair yang digunakan merupakan zat cair Newtonian. Tangki viskometer kapiler yang dikaitkan ke sensor gaya diisi zat cair untuk kemudian dialirkan keluar melalui pipa kapiler dengan panjang (9,8±0,09)×10-2 m dan diameter dalam (2,1620±0,0096) ×10-3 m. Data penurunan massa zat cair direkam menggunakan sensor gaya buatan Vernier Tecnology dan analisis fitting data menggunakan software Logger Pro. Nilai karakteristik waktu diperoleh dari hasil fitting data digunakan untuk perhitungan koefisien viskositas zat cair menggunakan hukum Hagen-Poiseuille. Dari percobaan ini diperoleh nilai koefisien viskositas air sebesar (1,063±0,113) mPa.s yang sesuai dengan nilai acuan teori yaitu 1,002 mPa.s, oli SAE 10W-30 sebesar (79,01±8,90) Pa.s sesuai dengan nilai acuan teori 76,8 Pa.s, dan gliserin sebesar (593,4±56,7) mPa.s sesuai dengan nilai acuan teori 612 mPa.s. Measurement of liquid viscosity coefficient using Hagen-Poiseuille law with Microcomputer-Based Laboratory method has been done. Viscosity is the fluid declination measure of form changes under sheer pressure. Hagen-Poiseuille law is used in this study because the liquid used is a Newtonian liquid. Capillary viscometer tanks attached to force sensors are filled with liquid to be streamed out through capillary tubes of length (9.8 ± 0.09) × 10-2 m and the inner diameter (2.1620 ± 0.0096) × 10-3 m. Data on the mass degradation of liquids was recorded using a Vernier Technology force sensor while the data fitting analysis using Logger Pro software. The time characteristic values which obtained from the data fittings are used in the calculation of the liquid viscosity coefficient using Hagen-Poiseuille law. From this experiment, the obtained water viscosity coefficient value is (1.063 ± 0.113) mPa.s corresponds to the reference value of the theory is 1.002 mPa.s, the SAE oil 10W-30 is (79.01 ± 8.90) Pa.s corresponds to the reference value of the theory 76.8 Pa.s, and glycerin is (593.4 ± 56.7) mPa.s corresponds to the reference value of the theory 612 mPa.s.
{"title":"Penggunaan Hukum Hagen-Poiseuille dalam Penentuan Koefisien Viskositas Zat Cair dengan Prinsip Kontrol Berat Berbantuan Software Logger Pro","authors":"Lia Adini, O. Okimustava","doi":"10.12928/JRKPF.V4I2.8165","DOIUrl":"https://doi.org/10.12928/JRKPF.V4I2.8165","url":null,"abstract":"Pengukuran koefisien viskositas zat cair menggunakan hukum Hagen-Poiseuille dengan metode Microcomputer Based Laboratory telah dilakukan. Viskositas merupakan ukuran penolakan fluida terhadap perubahan bentuk di bawah tekanan shear. Hukum Hagen-Poiseuille digunakan dalam penelitian ini karena zat cair yang digunakan merupakan zat cair Newtonian. Tangki viskometer kapiler yang dikaitkan ke sensor gaya diisi zat cair untuk kemudian dialirkan keluar melalui pipa kapiler dengan panjang (9,8±0,09)×10-2 m dan diameter dalam (2,1620±0,0096) ×10-3 m. Data penurunan massa zat cair direkam menggunakan sensor gaya buatan Vernier Tecnology dan analisis fitting data menggunakan software Logger Pro. Nilai karakteristik waktu diperoleh dari hasil fitting data digunakan untuk perhitungan koefisien viskositas zat cair menggunakan hukum Hagen-Poiseuille. Dari percobaan ini diperoleh nilai koefisien viskositas air sebesar (1,063±0,113) mPa.s yang sesuai dengan nilai acuan teori yaitu 1,002 mPa.s, oli SAE 10W-30 sebesar (79,01±8,90) Pa.s sesuai dengan nilai acuan teori 76,8 Pa.s, dan gliserin sebesar (593,4±56,7) mPa.s sesuai dengan nilai acuan teori 612 mPa.s. Measurement of liquid viscosity coefficient using Hagen-Poiseuille law with Microcomputer-Based Laboratory method has been done. Viscosity is the fluid declination measure of form changes under sheer pressure. Hagen-Poiseuille law is used in this study because the liquid used is a Newtonian liquid. Capillary viscometer tanks attached to force sensors are filled with liquid to be streamed out through capillary tubes of length (9.8 ± 0.09) × 10-2 m and the inner diameter (2.1620 ± 0.0096) × 10-3 m. Data on the mass degradation of liquids was recorded using a Vernier Technology force sensor while the data fitting analysis using Logger Pro software. The time characteristic values which obtained from the data fittings are used in the calculation of the liquid viscosity coefficient using Hagen-Poiseuille law. From this experiment, the obtained water viscosity coefficient value is (1.063 ± 0.113) mPa.s corresponds to the reference value of the theory is 1.002 mPa.s, the SAE oil 10W-30 is (79.01 ± 8.90) Pa.s corresponds to the reference value of the theory 76.8 Pa.s, and glycerin is (593.4 ± 56.7) mPa.s corresponds to the reference value of the theory 612 mPa.s.","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41939906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-05-13DOI: 10.12928/JRKPF.V4I1.6465
Eka Maryam
Penelitian ini dilakukan di SMP N 11 Kota Bengkulu. Hasil analisis diperoleh nilai ICC sebesar 0,990 angka ini menunjukan bahwa soal tes memiliki stabilitas yang tinggi karena nilai ICC antar pengukur ≥ 0,8. Nilai 0,990 juga berati bahwa 85,8 persen dari variasi skor butir berasal dari variasi sesungguhnya antar butir. Sebesar 29 persen variasi butir berasal dari variasi antar panelis dan residual error. Dilihat dari aspek penilaian skor rata-rata setiap butir tes terdapat hasil penilaian ≥ 3 yang diartikan bahwa butir tes termasuk dalam kriteria memenuhi 4 aspek penilaian yang telah dibuat. Pembelajaran dengan menggunakan model PBL (Problem Based Learning) dapat nilai rata-rata tes awal, tes ahir dan nilai rata-rata gain pada kelas eksperimen yaitu: pada kelompok tinggi berada pada kriteria tinggi dengan nilai gain 0,96 pada kelompok sedang berda pada kriteria tinggi dengan nilai gain 0,74 dan pada kelas kelompok rendah berada pada kriteria sedang dengan nilai gain 0,63. This research was conducted in SMP N 11 Kota Bengkulu. The analysis results obtained ICC value of 0.990 it shows that the test has a high stability because ICC value between denomination ≥ 0.8. The value of 0.990 also means that 85.8 percent of the grain score variations come from actual variations between items. It is about 29 percent of the grain variations come from variations between panelists and residual errors. Based on the aspect of scoring the average score of each test item are ≥ 3 which means that the test item included in the criteria fulfill the 4 aspects of the assessment that has been made. Learning by using the PBL model (Problem Based Learning), can be obtained the average value of the initial test, the final test and the average value of gain in the experimental class is: in the High group is on high criteria gained a value of 0.96, in the Medium group is based on criteria High gained a value of 0.74 and in the Low group class is in the medium criteria gained a value of 0.63.
这项研究是在班古鲁11中学进行的。分析结果价值ICC 0.990万这个数字显示,有很高的稳定性测试,因为这是ICC值测量≥0.8之间。0.990分也表示，85.8%的粮食分数变化来自谷物之间的实际变化。29%的粮食变化来自专家和剩余错误之间的变化。从平均每一粒测试分数评估方面有≥3的评估结果意味着粒测试包括满足4标准方面所造的判断。学习用雄心勃勃的PBL模式(基于问题的学习)取得初步测试,测试一知半解的平均成绩和增益平均成绩在年级组:实验0,96增益高在标准和价值标准组织的尸体在0,74增益和年级的团体的价值高低在0.63增益正在和价值标准。这项研究是在班古鲁市N - 11中心进行的。0.990分析results获得ICC价值》这节目的《a测试了高稳定,因为ICC价值之间denomination≥0。8。0.990的价值也意味着从实际的变量中获得八十五分。大约有29种不同的谷物来自于恐慌和剩余的错误。aspect》改编自每平均分数》评分≥3,这意味着那个的是测试项目测试项目实现4 aspects》included in the criteria评估那已经被制造。学习:用的PBL模型(基于问题的学习),可以获得初始测试,平均价值》《最后的测试与实验中的平均价值增益的课是:《高集团在高criteria了甲的价值0。96,《媒介集团是改编自criteria High了a价值低0。74》著作百科全书》《媒介集团的阶层是criteria了a价值63的0。
{"title":"Pengaruh Menggunakan Model PBL (Problem Based Learning) Terhadap Hasil Belajar IPA Fisika SMP N 7 Kota Bengkulu","authors":"Eka Maryam","doi":"10.12928/JRKPF.V4I1.6465","DOIUrl":"https://doi.org/10.12928/JRKPF.V4I1.6465","url":null,"abstract":"Penelitian ini dilakukan di SMP N 11 Kota Bengkulu. Hasil analisis diperoleh nilai ICC sebesar 0,990 angka ini menunjukan bahwa soal tes memiliki stabilitas yang tinggi karena nilai ICC antar pengukur ≥ 0,8. Nilai 0,990 juga berati bahwa 85,8 persen dari variasi skor butir berasal dari variasi sesungguhnya antar butir. Sebesar 29 persen variasi butir berasal dari variasi antar panelis dan residual error. Dilihat dari aspek penilaian skor rata-rata setiap butir tes terdapat hasil penilaian ≥ 3 yang diartikan bahwa butir tes termasuk dalam kriteria memenuhi 4 aspek penilaian yang telah dibuat. Pembelajaran dengan menggunakan model PBL (Problem Based Learning) dapat nilai rata-rata tes awal, tes ahir dan nilai rata-rata gain pada kelas eksperimen yaitu: pada kelompok tinggi berada pada kriteria tinggi dengan nilai gain 0,96 pada kelompok sedang berda pada kriteria tinggi dengan nilai gain 0,74 dan pada kelas kelompok rendah berada pada kriteria sedang dengan nilai gain 0,63. This research was conducted in SMP N 11 Kota Bengkulu. The analysis results obtained ICC value of 0.990 it shows that the test has a high stability because ICC value between denomination ≥ 0.8. The value of 0.990 also means that 85.8 percent of the grain score variations come from actual variations between items. It is about 29 percent of the grain variations come from variations between panelists and residual errors. Based on the aspect of scoring the average score of each test item are ≥ 3 which means that the test item included in the criteria fulfill the 4 aspects of the assessment that has been made. Learning by using the PBL model (Problem Based Learning), can be obtained the average value of the initial test, the final test and the average value of gain in the experimental class is: in the High group is on high criteria gained a value of 0.96, in the Medium group is based on criteria High gained a value of 0.74 and in the Low group class is in the medium criteria gained a value of 0.63.","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48402643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-05-13DOI: 10.12928/JRKPF.V4I1.6463
Pradita Adnan Wijaya, Umar Fauzi, Fourier Dzar Eljabbar Latief, M. Firdaus
Menentukan gerak proyektil merupakan permasalahan penting dalam sejarah perkembangan ilmu mekanika. Gerak proyektil adalah gerak suatu benda yang diberi kecepatan awal, kemudian menempuh lintasan yang arahnya sepenuhnya dipengaruhi oleh percepatan gravitasi dan hambatan udara. Untuk mempermudah pemahaman peserta didik mengenai materi gerak proyektil, telah dibuat suatu alat eksperimen gerak proyektil sederhana. Diharapkan alat ini dapat digunakan sebagai media pembelajaran yang mudah diaplikasikan, ditiru dan terjangkau bagi pihak sekolah maupun lembaga pendidikan. Determining projectile motion is an important issue in the history of the development of mechanics. The motion of a projectile is the motion of an object given the initial velocity, then travels the path whose direction is completely influenced by the acceleration of gravity and air resistance. To facilitate students' understanding of projectile motion material, a simple projectile motion experiments tool has been developed. It is expected that this tool can be used as a learning media that is easy to apply, imitated and affordable for schools and educational institutions.
{"title":"Rancang Bangun Alat Eksperimen Sederhana Gerak Proyektil","authors":"Pradita Adnan Wijaya, Umar Fauzi, Fourier Dzar Eljabbar Latief, M. Firdaus","doi":"10.12928/JRKPF.V4I1.6463","DOIUrl":"https://doi.org/10.12928/JRKPF.V4I1.6463","url":null,"abstract":"Menentukan gerak proyektil merupakan permasalahan penting dalam sejarah perkembangan ilmu mekanika. Gerak proyektil adalah gerak suatu benda yang diberi kecepatan awal, kemudian menempuh lintasan yang arahnya sepenuhnya dipengaruhi oleh percepatan gravitasi dan hambatan udara. Untuk mempermudah pemahaman peserta didik mengenai materi gerak proyektil, telah dibuat suatu alat eksperimen gerak proyektil sederhana. Diharapkan alat ini dapat digunakan sebagai media pembelajaran yang mudah diaplikasikan, ditiru dan terjangkau bagi pihak sekolah maupun lembaga pendidikan. Determining projectile motion is an important issue in the history of the development of mechanics. The motion of a projectile is the motion of an object given the initial velocity, then travels the path whose direction is completely influenced by the acceleration of gravity and air resistance. To facilitate students' understanding of projectile motion material, a simple projectile motion experiments tool has been developed. It is expected that this tool can be used as a learning media that is easy to apply, imitated and affordable for schools and educational institutions.","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48668010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-30DOI: 10.12928/JRKPF.V4I1.6469
Muhammad Reyza Arief Taqwa, Arif Hidayat, S. Sutopo
Penelitian ini bertujuan untuk melihat pemahaman konsep dan konsistensi mahasiswa dalam menggunakan konsep saat menyelesaikan soal fisika pada topik kecepatan dalam berbagai format representasi. Dalam penelitian ini digunakan 4 soal pilihan ganda beralasan dalam format representasi berbeda. Penelitian dilakukan pada 26 mahasiswa S1 pendidikan fisika dan 22 mahasiswa S1 fisika tahun pertama di Universitas Negeri Malang. Hasil penelitian menunjukkan pemahaman konsep kecepatan masih tergolong rendah yang ditandai dengan rata-rata skor mahasiswa hanya mencapai 43,49. Selain itu, alasan yang diberikan mahasiswa menunjukkan bahwa mahasiswa tidak konsisten dalam mendefinisikan kecepatan karena pemahaman yang belum utuh. Beberapa kekeliruan mahasiswa diantaranya: (1) kecepatan adalah posisi per satuan waktu tempuh, (2) , (3) tanpa memahami bahwa persamaan tersebut hanya benar jika percepatan konstan, (4) , dan (5) tidak memperhatikan tanda (+/-) pada kecepatan. This study aims to look at the student's conceptual understanding and the students’ consistency in used concept when them solved the physics problems in velocity with variety of representation formats. There are 4 MCQs reasoned in a different format representations to achieve these goals. The study was conducted on 26 S1 physical education students and 22 S1 physics students in first year. The results showed that the students’ conceptual understanding is still relatively low which is characterized by an average score of students reached only 43.49. Moreover, the reason given students showed that students are still not consistent in defining velocity due to knowledge in pieces. Some students’ mistakes are: (1) Velocity is the position per unit of time, (2) , (3) without understanding that this equation is only true if the acceleration is constant, (4) , and (5) do not pay attention to the sign (+/-) on velocity.
{"title":"Konsistensi Pemahaman Konsep Kecepatan dalam Berbagai Representasi","authors":"Muhammad Reyza Arief Taqwa, Arif Hidayat, S. Sutopo","doi":"10.12928/JRKPF.V4I1.6469","DOIUrl":"https://doi.org/10.12928/JRKPF.V4I1.6469","url":null,"abstract":"Penelitian ini bertujuan untuk melihat pemahaman konsep dan konsistensi mahasiswa dalam menggunakan konsep saat menyelesaikan soal fisika pada topik kecepatan dalam berbagai format representasi. Dalam penelitian ini digunakan 4 soal pilihan ganda beralasan dalam format representasi berbeda. Penelitian dilakukan pada 26 mahasiswa S1 pendidikan fisika dan 22 mahasiswa S1 fisika tahun pertama di Universitas Negeri Malang. Hasil penelitian menunjukkan pemahaman konsep kecepatan masih tergolong rendah yang ditandai dengan rata-rata skor mahasiswa hanya mencapai 43,49. Selain itu, alasan yang diberikan mahasiswa menunjukkan bahwa mahasiswa tidak konsisten dalam mendefinisikan kecepatan karena pemahaman yang belum utuh. Beberapa kekeliruan mahasiswa diantaranya: (1) kecepatan adalah posisi per satuan waktu tempuh, (2) , (3) tanpa memahami bahwa persamaan tersebut hanya benar jika percepatan konstan, (4) , dan (5) tidak memperhatikan tanda (+/-) pada kecepatan. This study aims to look at the student's conceptual understanding and the students’ consistency in used concept when them solved the physics problems in velocity with variety of representation formats. There are 4 MCQs reasoned in a different format representations to achieve these goals. The study was conducted on 26 S1 physical education students and 22 S1 physics students in first year. The results showed that the students’ conceptual understanding is still relatively low which is characterized by an average score of students reached only 43.49. Moreover, the reason given students showed that students are still not consistent in defining velocity due to knowledge in pieces. Some students’ mistakes are: (1) Velocity is the position per unit of time, (2) , (3) without understanding that this equation is only true if the acceleration is constant, (4) , and (5) do not pay attention to the sign (+/-) on velocity.","PeriodicalId":17730,"journal":{"name":"Jurnal Riset dan Kajian Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43855849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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