A. Halim, S. Soewarno, E. Elmi, Z. Zainuddin, I. Huda, I. Irwandi
The misconception in mastering physics concepts occurs in basic physics and is also found in advanced physics, such as Modern Physics or Quantum Physics. Efforts to remediate misconceptions have been done manually or offline but are often constrained at too long an interval between identification activities and remediation actions. Through the advancement of online learning systems, E-learning media, these obstacles can easily be overcome. This article will discuss one way of remediation using Moodle-based E-Learning modules. A total of 2 classes (45 students) were randomly selected for the experimental group and two classes (64 students) for the control group. The experimental group used a representative module based on E-Learning as a remediation treatment, while the control group used a conventional module. The results of the validation of the material and the design of the E-Learning modules were obtained as very feasible to use. Data collection uses a two-tier Modern Physic Diagnostic Test or MPDT (Modern Physic Diagnostic Test) of 30 items combined with the CRI (Certainty of Response Index) index. It is carried out twice, namely before and after treatment. The N-Gain normality analysis results showed the percentage of misconception reduction was more significant in the experimental group than in the control group. Important note obtained by implementing E-Learning is more appropriate to be used simultaneously between conventional face-to-face and E-Learning.
{"title":"The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses","authors":"A. Halim, S. Soewarno, E. Elmi, Z. Zainuddin, I. Huda, I. Irwandi","doi":"10.21009/1.06207","DOIUrl":"https://doi.org/10.21009/1.06207","url":null,"abstract":"The misconception in mastering physics concepts occurs in basic physics and is also found in advanced physics, such as Modern Physics or Quantum Physics. Efforts to remediate misconceptions have been done manually or offline but are often constrained at too long an interval between identification activities and remediation actions. Through the advancement of online learning systems, E-learning media, these obstacles can easily be overcome. This article will discuss one way of remediation using Moodle-based E-Learning modules. A total of 2 classes (45 students) were randomly selected for the experimental group and two classes (64 students) for the control group. The experimental group used a representative module based on E-Learning as a remediation treatment, while the control group used a conventional module. The results of the validation of the material and the design of the E-Learning modules were obtained as very feasible to use. Data collection uses a two-tier Modern Physic Diagnostic Test or MPDT (Modern Physic Diagnostic Test) of 30 items combined with the CRI (Certainty of Response Index) index. It is carried out twice, namely before and after treatment. The N-Gain normality analysis results showed the percentage of misconception reduction was more significant in the experimental group than in the control group. Important note obtained by implementing E-Learning is more appropriate to be used simultaneously between conventional face-to-face and E-Learning.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75428593","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}
The purpose of this study was to determine the results of the use of serious games in physics learning in light material at Serang 6 Public High School. The research design used was the Pre-Test Randomized Control Group Post-Test Design. The population of the study was all of the eleventh grade students’ of Serang SMA 6 which numbered six classes. The study sample consisted of one experimental class (XI MIPA 1) and one control class (XI MIPA 2). The results showed that the application of physics learning used a serious game on light material in class XI of Serang 6 High School which took place very well and had a positive effect on student learning outcomes. In addition, the students’ response to the application of physics learning using the serious game was very good. The N-gain result shows that the use of the serious game is 0.89.
{"title":"The Effectiveness of Using Serious Games to Improve Physics Learning Outcomes in Light Concept","authors":"R. Haryadi, H. Pujiastuti","doi":"10.21009/1.06202","DOIUrl":"https://doi.org/10.21009/1.06202","url":null,"abstract":"The purpose of this study was to determine the results of the use of serious games in physics learning in light material at Serang 6 Public High School. The research design used was the Pre-Test Randomized Control Group Post-Test Design. The population of the study was all of the eleventh grade students’ of Serang SMA 6 which numbered six classes. The study sample consisted of one experimental class (XI MIPA 1) and one control class (XI MIPA 2). The results showed that the application of physics learning used a serious game on light material in class XI of Serang 6 High School which took place very well and had a positive effect on student learning outcomes. In addition, the students’ response to the application of physics learning using the serious game was very good. The N-gain result shows that the use of the serious game is 0.89.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82989105","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}
K. Wiyono, Z. Zulherman, S. Saparini, M. Ariska, Rini Khoirunnisa, S. Zakiyah
This study aims to develop a valid and practical e-learning model for critical thinking skills using the moodle platform in the lesson of electromagnetic induction. Dick and Carey instructional design model is applied for the product development—which consists of nine stages, (1) instructional goals identification, (2) instructional analysis, (3) learners and contexts analysis, (4) objective performance arrangement, (5) assessment instruments development, (6) instructional strategy’s plan, (7) instructional material selection, (8) preparation for conducting a formative evaluation of the instruction, and (9) revise instruction. The results reveal the moodle design is valid and practical regarding expert and user perspectives, respectively. Besides, there is an improvement of student’s critical thinking skills according to the obtained n-gain score, which stands for 0.38.
{"title":"Moodle-based E-Learning Model for Critical Thinking in the Lesson of Electromagnetic Induction","authors":"K. Wiyono, Z. Zulherman, S. Saparini, M. Ariska, Rini Khoirunnisa, S. Zakiyah","doi":"10.21009/1.06210","DOIUrl":"https://doi.org/10.21009/1.06210","url":null,"abstract":"This study aims to develop a valid and practical e-learning model for critical thinking skills using the moodle platform in the lesson of electromagnetic induction. Dick and Carey instructional design model is applied for the product development—which consists of nine stages, (1) instructional goals identification, (2) instructional analysis, (3) learners and contexts analysis, (4) objective performance arrangement, (5) assessment instruments development, (6) instructional strategy’s plan, (7) instructional material selection, (8) preparation for conducting a formative evaluation of the instruction, and (9) revise instruction. The results reveal the moodle design is valid and practical regarding expert and user perspectives, respectively. Besides, there is an improvement of student’s critical thinking skills according to the obtained n-gain score, which stands for 0.38.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86032155","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}
Problems often experienced by students in learning physics are misconceptions and low understanding of concepts. One solution to this problem is to apply conflict cognitive learning. The purpose of this study was to analyze: (1) the problems that lead to the application of cognitive conflict learning, especially in physics learning, (2) the stages of cognitive conflict learning that are often used, (3) the effect of cognitive conflict learning on education levels, (4) the effect of cognitive conflict learning on eye lessons, and (5) the effect of cognitive conflict learning on learning competencies. This study uses a meta-analysis method, namely analyzing similar scientific article documents. The sample consisted of 25 national and international articles published in 2012-2020. Data analysis used the effect size equation, percentage techniques, and descriptive analysis. The results and findings of the study indicate: (1) The problems that often cause cognitive conflict learning to be applied to physics learning are poor understanding of concepts and misconceptions, (2) Learning conflict cognitive has different stages, but the most widely used consists of three main steps, (3) Cognitive conflict learning has a high effect on being applied in high school, (4) high effect cognitive conflict learning is applied to physics lessons, and (5) Learning conflict cognitive has a high influence in increasing understanding of concepts and overcoming misconceptions, especially physics. This study indicates that cognitive conflict learning has a good influence in overcoming conceptual understanding problems, especially in learning physics in high school.
{"title":"Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning","authors":"F. Mufit, A. Asrizal*, R. Puspitasari","doi":"10.21009/1.06213","DOIUrl":"https://doi.org/10.21009/1.06213","url":null,"abstract":"Problems often experienced by students in learning physics are misconceptions and low understanding of concepts. One solution to this problem is to apply conflict cognitive learning. The purpose of this study was to analyze: (1) the problems that lead to the application of cognitive conflict learning, especially in physics learning, (2) the stages of cognitive conflict learning that are often used, (3) the effect of cognitive conflict learning on education levels, (4) the effect of cognitive conflict learning on eye lessons, and (5) the effect of cognitive conflict learning on learning competencies. This study uses a meta-analysis method, namely analyzing similar scientific article documents. The sample consisted of 25 national and international articles published in 2012-2020. Data analysis used the effect size equation, percentage techniques, and descriptive analysis. The results and findings of the study indicate: (1) The problems that often cause cognitive conflict learning to be applied to physics learning are poor understanding of concepts and misconceptions, (2) Learning conflict cognitive has different stages, but the most widely used consists of three main steps, (3) Cognitive conflict learning has a high effect on being applied in high school, (4) high effect cognitive conflict learning is applied to physics lessons, and (5) Learning conflict cognitive has a high influence in increasing understanding of concepts and overcoming misconceptions, especially physics. This study indicates that cognitive conflict learning has a good influence in overcoming conceptual understanding problems, especially in learning physics in high school. ","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78604786","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}
This study is a development of research that aimed to (1) produce Physics learning tools based on blended learning that are suitable to be used in learning, and (2) determine the quality of learning tools that had been developed. This study used a 4D model, consisting of the defining, designing, developing and disseminating. The learning tools that had been developed consisted of Syllabus, Lesson Plan (RPP), Student Worksheet (LKPD), Handouts, and Learning Media of Web Schoology. The results of the development of learning tools established were included in the “excellent category” based on qualitative and quantitative assessments from expert lecturers, Physics teachers and peers with an average score of around 95 – 98. In addition, the testing of learning tools was carried out to 33 students that showed an average score of students’ response of 77.51, which was included in a “good category”, used in the learning process of large – scale field tests. Furthermore, each phase of the implementation of the lesson plan was categorized very well for each meeting with the achievement of the score of observations of around 80% - 100%.
{"title":"Developing Physics Learning Tools of Blended Learning Using Schoology with Problem-Based Learning Model","authors":"D. Rahmawati, J. Jumadi, Eko Mhd Ramadhan","doi":"10.21009/1.06201","DOIUrl":"https://doi.org/10.21009/1.06201","url":null,"abstract":"This study is a development of research that aimed to (1) produce Physics learning tools based on blended learning that are suitable to be used in learning, and (2) determine the quality of learning tools that had been developed. This study used a 4D model, consisting of the defining, designing, developing and disseminating. The learning tools that had been developed consisted of Syllabus, Lesson Plan (RPP), Student Worksheet (LKPD), Handouts, and Learning Media of Web Schoology. The results of the development of learning tools established were included in the “excellent category” based on qualitative and quantitative assessments from expert lecturers, Physics teachers and peers with an average score of around 95 – 98. In addition, the testing of learning tools was carried out to 33 students that showed an average score of students’ response of 77.51, which was included in a “good category”, used in the learning process of large – scale field tests. Furthermore, each phase of the implementation of the lesson plan was categorized very well for each meeting with the achievement of the score of observations of around 80% - 100%.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86567043","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 : 2020-09-21DOI: 10.36709/jipfi.v4i3.14200
Wahyuni Riana, L. Sahara, Luh Sukariasih
Penelitian ini bertujuan untuk: (1) mengetahui gambaran kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika, (2) mengetahui gambaran kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika ditinjau dari ruang lingkup materi Ujian Nasional tahun 2019, dan (3) mengetahui gambaran kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika ditinjau dari bentuk soal Ujian Nasional. Ujian Nasional mata pelajaran fisika tahun 2019 terbagi atas empat ruang lingkup materi yaitu Mekanika, Termodinamika, Gelombang-Optik, dan Listrik-Magnet-Fisika Modern. Ujian Nasional mata pelajaran fisika terbagi atas tiga bentuk soal yaitu pilihan ganda Biasa, pilihan ganda Asosiasi, dan pilihan ganda Gambar/Grafik/Tabel. Penelitian deskritif ini melibatkan 133 peserta didik kelas XII dari 177 orang peserta didik kelas XII yang terdaftar pada tahun pelajaran 2018/2019 yang tersebar pada 5 SMA Negeri di Kecamatan Sampolawa. Data dikumpulkan melalui tes kemampuan menyelesaikan soal berupa pilihan ganda. Berdasarkan hasil analisis data secara deskriptif dan pembahasan diperoleh kesimpulan: (1) kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal-soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika diperoleh nilai rata-rata sebesar 33,8 sehingga dikategorikan kurang, (2) kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal-soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika ditinjau dari ruang lingkup materi yang tertinggi yaitu Mekanika dengan nilai rata-rata 39,0 dan yang terendah yaitu Listrik- Magnet-Fisika Modern dengan nilai rata-rata 28,8, dan (3) kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal-soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika ditinjau dari bentuk soal pilihan ganda yang tertinggi yaitu pilihan ganda Gambar/Grafik/Tabel dengan nilai rata-rata 36,8 dan yang terendah yaitu pilihan ganda asosiasi dengan nilai rata-rata 26,2.
本研究的目标是:全国高中(1)了解学习者的能力描述在街道Sampolawa 2016-2018年当选的国家完成考试,(2)所涵盖物理科目高中学习者在街道Sampolawa完成关于国家能力2016-2018年当选的国家考试科目(united nations high commissioner for refugees)表示物理2019年国家考试材料的范围,(3)概述了2010 -2018年国家考试选修课物理专业学生在国家考试问题上的能力。2019年的国家物理学科考试分为四个领域，分别是力学、热力学、电磁学和现代物理。物理学科的全国考试分为三种不同的形式，即典型的多选题、多选题联想和多图/图/表。德斯尔里夫的这项研究涉及177名12班学习者中的133名学生，他们是在2018/2019年的12班学习者中发现的。数据是通过多项选择题的能力测试收集的。通过描述性数据分析和讨论得出结论:(1) 2010年至2018年，东波拉瓦地区高中学生完成国家物理测试项目的能力，获得了33.8的平均分，因此被归类为较低，(2) SMA Negeri的学生在samzorwa地区完成了2018年至2018年选出的国家物理问题，这是世界上最高的物质领域，平均39.0，最低的是现代磁性物理，平均为288，(3) 2014 -2018年，东波拉瓦地区高中学生完成国家考试问题的能力评估了平均分数为36.8的最高双数值图像/图形/图表/表的优先权，以及平均成绩为26.2的最低双数列协会。
{"title":"Analisis Kemampuan Peserta Didik Kelas XII SMA Negeri di Kecamatan Sampolawa Menyelesaikan Soal-Soal Ujian Nasional Terpilih dari Tahun 2016-2018 Mata Pelajaran Fisika","authors":"Wahyuni Riana, L. Sahara, Luh Sukariasih","doi":"10.36709/jipfi.v4i3.14200","DOIUrl":"https://doi.org/10.36709/jipfi.v4i3.14200","url":null,"abstract":"Penelitian ini bertujuan untuk: (1) mengetahui gambaran kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika, (2) mengetahui gambaran kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika ditinjau dari ruang lingkup materi Ujian Nasional tahun 2019, dan (3) mengetahui gambaran kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika ditinjau dari bentuk soal Ujian Nasional. Ujian Nasional mata pelajaran fisika tahun 2019 terbagi atas empat ruang lingkup materi yaitu Mekanika, Termodinamika, Gelombang-Optik, dan Listrik-Magnet-Fisika Modern. Ujian Nasional mata pelajaran fisika terbagi atas tiga bentuk soal yaitu pilihan ganda Biasa, pilihan ganda Asosiasi, dan pilihan ganda Gambar/Grafik/Tabel. Penelitian deskritif ini melibatkan 133 peserta didik kelas XII dari 177 orang peserta didik kelas XII yang terdaftar pada tahun pelajaran 2018/2019 yang tersebar pada 5 SMA Negeri di Kecamatan Sampolawa. Data dikumpulkan melalui tes kemampuan menyelesaikan soal berupa pilihan ganda. Berdasarkan hasil analisis data secara deskriptif dan pembahasan diperoleh kesimpulan: (1) kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal-soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika diperoleh nilai rata-rata sebesar 33,8 sehingga dikategorikan kurang, (2) kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal-soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika ditinjau dari ruang lingkup materi yang tertinggi yaitu Mekanika dengan nilai rata-rata 39,0 dan yang terendah yaitu Listrik- Magnet-Fisika Modern dengan nilai rata-rata 28,8, dan (3) kemampuan peserta didik SMA Negeri di Kecamatan Sampolawa menyelesaikan soal-soal Ujian Nasional terpilih dari tahun 2016-2018 mata pelajaran fisika ditinjau dari bentuk soal pilihan ganda yang tertinggi yaitu pilihan ganda Gambar/Grafik/Tabel dengan nilai rata-rata 36,8 dan yang terendah yaitu pilihan ganda asosiasi dengan nilai rata-rata 26,2.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81579566","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 : 2020-09-17DOI: 10.36709/jipfi.v5i4.14103
Nandini Nur Hijrah, Muhammad Anas, E. Erniwati
This study aims to determine the effect of variations of the sugar palm activation temperature on the functional groups of activated charcoal from palm bunch (Arengga Pinnata Merr) with potassium silicate (K2SiO3) activation agent. The process of making an chemically activated charcoal is divided into three stages, firstly the preparation stage of preparing the palm bunches into cutting, washing and drying, secondly carbonitation stage at a temperature of 300oC – 400oC about ± 8 hours and the chemical activation stage. Potassium silicate K2SiO3 is a new activation agent that is used to activate an activated charcoal by using 2 : 1 ratio (K2SiO3: activated palm bunches) for 12 hours and an activation temperature of 600oC, 650oC, 700oC, 750oC, and 800oC for 30 minutes. Characterization of activated charcoal from palm bunches was tested by using Fourier Transform Infrared (FTIR). The FTIR spectrum shows that the activated charcoal produced has an absorption pattern with the types of bonds are C≡C (Alkuna), C=C (Aromatic Rings), C-H (Alkanes), Si-O and C-H (Alkanes). The Information was obtained that a good activation temperature for activated charcoal of palm bunches was seen at temperatures of 650oC, 700oC and 750oC with the largest IR absorption was seen at temperatures of 700 oC.
以硅酸钾(K2SiO3)为活化剂，研究不同的糖棕榈活化温度对棕榈束活性炭官能团的影响。化学活性炭的制作过程分为三个阶段，首先是准备阶段，将棕榈束准备成切割，洗涤和干燥，其次是在300℃- 400℃温度下约±8小时的碳化阶段和化学活化阶段。硅酸钾K2SiO3是一种新型活化剂，用于以2∶1的比例(K2SiO3:活化棕榈束)活化活性炭12小时，活化温度分别为600℃、650℃、700℃、750℃、800℃，活化时间为30分钟。利用傅里叶变换红外(FTIR)对棕榈束活性炭进行了表征。红外光谱分析表明，所制活性炭具有吸附模式，键的类型为C≡C (Alkuna)、C=C (Aromatic Rings)、C- h (Alkanes)、Si-O和C- h (Alkanes)。结果表明，650℃、700℃和750℃是棕榈束活性炭较好的活化温度，700℃时红外吸收最大。
{"title":"Analisis Variasi Temperatur Aktivasi terhadap Gugus Fungsi Arang Aktif Tandan Aren (Arenga Pinnata Merr.) dengan Agen Aktivasi Potassium Silicate (K2SiO3)","authors":"Nandini Nur Hijrah, Muhammad Anas, E. Erniwati","doi":"10.36709/jipfi.v5i4.14103","DOIUrl":"https://doi.org/10.36709/jipfi.v5i4.14103","url":null,"abstract":"This study aims to determine the effect of variations of the sugar palm activation temperature on the functional groups of activated charcoal from palm bunch (Arengga Pinnata Merr) with potassium silicate (K2SiO3) activation agent. The process of making an chemically activated charcoal is divided into three stages, firstly the preparation stage of preparing the palm bunches into cutting, washing and drying, secondly carbonitation stage at a temperature of 300oC – 400oC about ± 8 hours and the chemical activation stage. Potassium silicate K2SiO3 is a new activation agent that is used to activate an activated charcoal by using 2 : 1 ratio (K2SiO3: activated palm bunches) for 12 hours and an activation temperature of 600oC, 650oC, 700oC, 750oC, and 800oC for 30 minutes. Characterization of activated charcoal from palm bunches was tested by using Fourier Transform Infrared (FTIR). The FTIR spectrum shows that the activated charcoal produced has an absorption pattern with the types of bonds are C≡C (Alkuna), C=C (Aromatic Rings), C-H (Alkanes), Si-O and C-H (Alkanes). The Information was obtained that a good activation temperature for activated charcoal of palm bunches was seen at temperatures of 650oC, 700oC and 750oC with the largest IR absorption was seen at temperatures of 700 oC.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72887895","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}
JPPPF Volume 6 Issue 1 contains 15 articles: 1) Assessment Virtual Test (ASVITE): Assessment Virtual Based on Interactive Lecture Demonstration (ILD) to Support Employability Skills; 2) Improving Students' Creative Thinking Skills Using Problem-Based Learning (PBL) Models Assisted by Interactive Multimedia; 3) Designing MOOCs with VMS (Virtual Microscopic Simulation) for Measurement Student’s Level Understanding (LU); 4) The Experimental Study of Kinesthetic Style Student Learning Outcomes in Remedial Teaching Assisted by Projectile Motion Props; 5) The Development of Horizontal Anchor Items Test Tool by Rasch Model for Physics National Examination using Macromedia Flash; 6) The Development of Thermodynamics Law Experiment Media Based on IoT: Laboratory Activities Through Science Problem Solving for Gifted Young Scientists; 7) The Design of One-Dimensional Motion and Two-Dimensional Motion Learning Media Using Digital Camera and Tracker-Based Air Track; 8) The Students’ Characters Analysis in Physics Learning Process; 9) The Science Literacy Capabilities Profile Using Guided Inquiry Learning Models; 10) Improvement of Science Process Skills Through Sound Variable Intensity Level Tool Kit; 11) The Local Wisdom-Based STEM Worksheet to Enhance the Conceptual Understanding of Pre-service Physics Teacher; 12) An Investigation of Physics Teachers’ Multiple Representation Ability on Newton’s Law Concept; 13) The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic; 14) The Effect of Quick on The Draw Model Assisted by The Physics Learning Book Integrated Pancasila Values on Critical Thinking Skill; 15) Instructional Technology: Teacher’s Initial Perception of TPACK in Physics Learning.
{"title":"Front Matter JPPPF Volume 6 Issue 1, June 2020","authors":"Editor Jpppf","doi":"10.21009/1.06100","DOIUrl":"https://doi.org/10.21009/1.06100","url":null,"abstract":"JPPPF Volume 6 Issue 1 contains 15 articles: 1) Assessment Virtual Test (ASVITE): Assessment Virtual Based on Interactive Lecture Demonstration (ILD) to Support Employability Skills; 2) Improving Students' Creative Thinking Skills Using Problem-Based Learning (PBL) Models Assisted by Interactive Multimedia; 3) Designing MOOCs with VMS (Virtual Microscopic Simulation) for Measurement Student’s Level Understanding (LU); 4) The Experimental Study of Kinesthetic Style Student Learning Outcomes in Remedial Teaching Assisted by Projectile Motion Props; 5) The Development of Horizontal Anchor Items Test Tool by Rasch Model for Physics National Examination using Macromedia Flash; 6) The Development of Thermodynamics Law Experiment Media Based on IoT: Laboratory Activities Through Science Problem Solving for Gifted Young Scientists; 7) The Design of One-Dimensional Motion and Two-Dimensional Motion Learning Media Using Digital Camera and Tracker-Based Air Track; 8) The Students’ Characters Analysis in Physics Learning Process; 9) The Science Literacy Capabilities Profile Using Guided Inquiry Learning Models; 10) Improvement of Science Process Skills Through Sound Variable Intensity Level Tool Kit; 11) The Local Wisdom-Based STEM Worksheet to Enhance the Conceptual Understanding of Pre-service Physics Teacher; 12) An Investigation of Physics Teachers’ Multiple Representation Ability on Newton’s Law Concept; 13) The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic; 14) The Effect of Quick on The Draw Model Assisted by The Physics Learning Book Integrated Pancasila Values on Critical Thinking Skill; 15) Instructional Technology: Teacher’s Initial Perception of TPACK in Physics Learning.","PeriodicalId":31990,"journal":{"name":"JPPPF Jurnal Penelitian Pengembangan Pendidikan Fisika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80713084","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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