Pub Date : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.010
Desri Rofita Sari, S. Aloysius
The aim of this research is to determine the level of genetic diversity of in vitro cultur Spathoglottis plicata variants derived irradiated (mutants) and without irradiation (wild type) seeds. This research is an observation study to detect of genetic diversity of plant variants based on ISSR molecular markers. DNA isolation and quantification was carried out and DNA amplification was then done by Polymerase Chain Reaction (PCR) method with seven ISSR primers. The data were analyzed by the GenAlex program to analyse the genetic distance, percentage of DNA polymorphism and scattered diagram. The NTSYSpc2.0.2 program was used to calculate similarity index and cluster dendrogram by Unweighted Pair-Group Method Using Arithmetic Average (UPGMA). The results showed that the genetic diversity level of Spathoglottis plicata variants based on the percentage of plant polymorphism of variants derived from irradiated seed culture results was 92.57%, while wild type variant group was 44.78%, with an average total of 68, 66%. The largest source of genetic was contributed by inter-population diversity with a percentage of 69%. Genetic variation in the mutant plant variant group was higher than the wildtype plant group. The result of dendogram shows that S. plicata orchid variants were divided into 3 clusters where the second cluster consisting of a group of mutant plants has a similarity level score <60% which shows that this variant has the potential to develop into new varieties.
本研究的目的是确定经辐照(突变体)和未辐照(野生型)衍生的spthoglottis plicata离体培养变种的遗传多样性水平。本研究是利用ISSR分子标记检测植物变异遗传多样性的一项观察研究。用7条ISSR引物进行DNA分离和定量，用聚合酶链式反应(PCR)扩增。采用GenAlex程序对数据进行遗传距离、DNA多态性百分比和散点图分析。采用NTSYSpc2.0.2程序，采用UPGMA (Unweighted Pair-Group Method Using Arithmetic Average)计算相似度指数和聚类树图。结果表明，以辐照种子培养结果衍生变异的植物多态性百分比为基础，spthoglottis plicata变异的遗传多样性水平为92.57%，而野生型变异组为44.78%，平均总数为68.66%。居群间多样性是最大的遗传来源，占69%。突变型植物变异组遗传变异高于野生型植物组。树形图结果表明，卷叶兰变异被划分为3个簇，其中由一组突变植物组成的第二簇相似性水平得分<60%，表明该变异具有发展为新品种的潜力。
{"title":"Genetic Diversity of Spathoglottis plicata Blume Orchid Variant Based on Inter-Simple Sequence Repeat (ISSR) Molecular Marker","authors":"Desri Rofita Sari, S. Aloysius","doi":"10.2991/ASSEHR.K.210305.010","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210305.010","url":null,"abstract":"The aim of this research is to determine the level of genetic diversity of in vitro cultur Spathoglottis plicata variants derived irradiated (mutants) and without irradiation (wild type) seeds. This research is an observation study to detect of genetic diversity of plant variants based on ISSR molecular markers. DNA isolation and quantification was carried out and DNA amplification was then done by Polymerase Chain Reaction (PCR) method with seven ISSR primers. The data were analyzed by the GenAlex program to analyse the genetic distance, percentage of DNA polymorphism and scattered diagram. The NTSYSpc2.0.2 program was used to calculate similarity index and cluster dendrogram by Unweighted Pair-Group Method Using Arithmetic Average (UPGMA). The results showed that the genetic diversity level of Spathoglottis plicata variants based on the percentage of plant polymorphism of variants derived from irradiated seed culture results was 92.57%, while wild type variant group was 44.78%, with an average total of 68, 66%. The largest source of genetic was contributed by inter-population diversity with a percentage of 69%. Genetic variation in the mutant plant variant group was higher than the wildtype plant group. The result of dendogram shows that S. plicata orchid variants were divided into 3 clusters where the second cluster consisting of a group of mutant plants has a similarity level score <60% which shows that this variant has the potential to develop into new varieties.","PeriodicalId":378773,"journal":{"name":"Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132806109","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 : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.059
D. Darmawan, M. I. N. Hafsyah, N. B. Wibowo, L. Katriani, K. N. Aziz, Siti Patimah, Rofiki, B. Ruwanto
Microtremor signals measurement had been conducted in area surrounding Dengkeng Fault line in Central Java, Indonesia. This research is aimed to identify the characteristics of area surrounding Dengkeng fault line and to identify the Dengkeng fault line through microtremors parameters analysis. Microtremor signals were obtained from field measurement using TDV-23/TDL-303 Taide Digital Portable Seismograph and were analyzed using Horizontal to Vertical Spectral Ratio (HVSR) method. There were 48 stations with 2 km spacing between stations that covers the area around Dengkeng fault line. The results showed that the microzonation of microtremor parameters in the area around Dengkeng Fault line are in good agreement with the geological setting of the research area depicted in official geological map. They also showed that Dengkeng Fault line is located in geological formation boundary between Gunungapi Merapi Muda formation and Kebobutak formation as previously predicted and mostly striking East-West.
{"title":"Microtremors Measurement Around Dengkeng Fault Line in Central Java","authors":"D. Darmawan, M. I. N. Hafsyah, N. B. Wibowo, L. Katriani, K. N. Aziz, Siti Patimah, Rofiki, B. Ruwanto","doi":"10.2991/ASSEHR.K.210305.059","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210305.059","url":null,"abstract":"Microtremor signals measurement had been conducted in area surrounding Dengkeng Fault line in Central Java, Indonesia. This research is aimed to identify the characteristics of area surrounding Dengkeng fault line and to identify the Dengkeng fault line through microtremors parameters analysis. Microtremor signals were obtained from field measurement using TDV-23/TDL-303 Taide Digital Portable Seismograph and were analyzed using Horizontal to Vertical Spectral Ratio (HVSR) method. There were 48 stations with 2 km spacing between stations that covers the area around Dengkeng fault line. The results showed that the microzonation of microtremor parameters in the area around Dengkeng Fault line are in good agreement with the geological setting of the research area depicted in official geological map. They also showed that Dengkeng Fault line is located in geological formation boundary between Gunungapi Merapi Muda formation and Kebobutak formation as previously predicted and mostly striking East-West.","PeriodicalId":378773,"journal":{"name":"Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114175319","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 : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.047
S. Andayani, N. Waryanto, B. Marwoto, Monica M. Hapsari
Nasolabial folds are the wrinkle around the mouth that can be used to mark facial expressions. In this study, nasolabial folds were used to identify happy smile expressions on facial images. The recognition consists of 2 main stages. The first stage for facial area detection is carried out using the viola-jones algorithm, then the second stage for identification of happy smile expressions is performed using artificial neural network (ANN), i.e. the backpropagation algorithm. The processing of feature extraction exploits the calculation of the area of the nasolabial folds in the segmented image. The data of feature extraction is then used as input for the process of training and testing of the backpropagation neural network. The accuracy rate of the system for identifying happy smile expressions on 150 facial images is 92% for training dataset and 82% for testing dataset.
{"title":"Exploitation of Nasolabial Folds for Happy Smile Recognition on an Image Using ANN","authors":"S. Andayani, N. Waryanto, B. Marwoto, Monica M. Hapsari","doi":"10.2991/ASSEHR.K.210305.047","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210305.047","url":null,"abstract":"Nasolabial folds are the wrinkle around the mouth that can be used to mark facial expressions. In this study, nasolabial folds were used to identify happy smile expressions on facial images. The recognition consists of 2 main stages. The first stage for facial area detection is carried out using the viola-jones algorithm, then the second stage for identification of happy smile expressions is performed using artificial neural network (ANN), i.e. the backpropagation algorithm. The processing of feature extraction exploits the calculation of the area of the nasolabial folds in the segmented image. The data of feature extraction is then used as input for the process of training and testing of the backpropagation neural network. The accuracy rate of the system for identifying happy smile expressions on 150 facial images is 92% for training dataset and 82% for testing dataset.","PeriodicalId":378773,"journal":{"name":"Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114741296","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 : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.095
A. Widowati, S. Atun, I. Suryadarma
Nature and its phenomenon are objects of natural w learning. Learning of natural science helps students to understand aspects of life. One of the natural potentials that can be used as an object of science learning is the charm of Zingiberaceae herbs, like the one popular of plant's family using as herbs. This exploration is to answer the question “how to use the beauty of Zingiberaceae herbs as natural science learning object?”. Based on the requirements of learning resources, the beauty of Zingiberaceae herbs can be utilized for science learning on Plant Structure-Functions, Plant Biodiversity, Substance Change, and Mixed Separation. Active learning with NoS content can be carried out by utilizing the beauty of Zingiberaceae herbs.
{"title":"Integrating the Beauty of Herbs Zingiberaceae into Science Learning Through Nature of Science Within the Active Learning Approach","authors":"A. Widowati, S. Atun, I. Suryadarma","doi":"10.2991/ASSEHR.K.210305.095","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210305.095","url":null,"abstract":"Nature and its phenomenon are objects of natural w learning. Learning of natural science helps students to understand aspects of life. One of the natural potentials that can be used as an object of science learning is the charm of Zingiberaceae herbs, like the one popular of plant's family using as herbs. This exploration is to answer the question “how to use the beauty of Zingiberaceae herbs as natural science learning object?”. Based on the requirements of learning resources, the beauty of Zingiberaceae herbs can be utilized for science learning on Plant Structure-Functions, Plant Biodiversity, Substance Change, and Mixed Separation. Active learning with NoS content can be carried out by utilizing the beauty of Zingiberaceae herbs.","PeriodicalId":378773,"journal":{"name":"Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116485571","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 : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.016
Hanida Listiani, B. Subali
This research aims to investigate teachers’ opinionson the teaching and assessment of biological resource management aspects reviewed from their difficulty level in order to develop a curriculum. This is survey research whose sample members were selected through the convenience sampling technique. In this study, the convenience sample covers 156 respondents as the representatives of the hypothetical population having the determined characteristics. They consisted of elementary school teachers of grade I to VI in two regencies/cities in the Special Region of Yogyakarta, namely Yogyakarta municipality and Bantul regency. Data were collected by means of questionnaires and analyzed by using descriptive analysis techniques. Based on the findings of this study, elementary school teachers would opine that the aspects of biological resource managementare at level 2 (easy) and level 3 (somewhat difficult). These aspectsare proposed to be taught and assessed in grade IV and VIof elementary schools and grade VII of junior high
{"title":"The Learning Continuum of Biological Resource Management Aspects Reviewed From the Difficulty Levels Based on Elementary School Teachers’ Opinions","authors":"Hanida Listiani, B. Subali","doi":"10.2991/ASSEHR.K.210305.016","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210305.016","url":null,"abstract":"This research aims to investigate teachers’ opinionson the teaching and assessment of biological resource management aspects reviewed from their difficulty level in order to develop a curriculum. This is survey research whose sample members were selected through the convenience sampling technique. In this study, the convenience sample covers 156 respondents as the representatives of the hypothetical population having the determined characteristics. They consisted of elementary school teachers of grade I to VI in two regencies/cities in the Special Region of Yogyakarta, namely Yogyakarta municipality and Bantul regency. Data were collected by means of questionnaires and analyzed by using descriptive analysis techniques. Based on the findings of this study, elementary school teachers would opine that the aspects of biological resource managementare at level 2 (easy) and level 3 (somewhat difficult). These aspectsare proposed to be taught and assessed in grade IV and VIof elementary schools and grade VII of junior high","PeriodicalId":378773,"journal":{"name":"Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122826821","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 : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.056
I. Kusuma, E. Retnowati
This study aims to review on literature of worked example function as a scaffolding on problem posing instruction, its design and instructional implications. Students should be facilitated to pose problem by relating their existed knowledge to the given information and develop their thinking further. Accordingly, problem posing as an instructional strategy aims to encourage students to generate or pose problems from the given situational information or contexts. Student should not only generate problems, but also, they have to solve the problems they made. The more complex problems that are created and solved could improve their thinking and reasoning abilities. Novice students may experience difficulty as problem posing and solving activity are strongly influenced by the presentation of information and the prior knowledge of students. In this condition, novice might need to use worked examples as context or situational information on problem posing based learning. Students can borrow and apply knowledge from worked examples to pose and solve problems effectively and efficiently. In other side, geometry topic of parallel lines and transversal could be difficult and more challenging for students as it required a lot of principles or theorems to solve at a moment. Therefore, design of problem posing instruction using worked example as a context or situation and its learning procedure on parallel lines and transversal are discussed.
{"title":"Worked Example as a Scaffolding on Problem Posing Instruction of Parallel Lines and Transversal Learning","authors":"I. Kusuma, E. Retnowati","doi":"10.2991/ASSEHR.K.210305.056","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210305.056","url":null,"abstract":"This study aims to review on literature of worked example function as a scaffolding on problem posing instruction, its design and instructional implications. Students should be facilitated to pose problem by relating their existed knowledge to the given information and develop their thinking further. Accordingly, problem posing as an instructional strategy aims to encourage students to generate or pose problems from the given situational information or contexts. Student should not only generate problems, but also, they have to solve the problems they made. The more complex problems that are created and solved could improve their thinking and reasoning abilities. Novice students may experience difficulty as problem posing and solving activity are strongly influenced by the presentation of information and the prior knowledge of students. In this condition, novice might need to use worked examples as context or situational information on problem posing based learning. Students can borrow and apply knowledge from worked examples to pose and solve problems effectively and efficiently. In other side, geometry topic of parallel lines and transversal could be difficult and more challenging for students as it required a lot of principles or theorems to solve at a moment. Therefore, design of problem posing instruction using worked example as a context or situation and its learning procedure on parallel lines and transversal are discussed.","PeriodicalId":378773,"journal":{"name":"Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132315183","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 : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.086
R. Adawiyah, E. Istiyono
The problem questions used in the physics learning assessment process do not only require the ability of students to apply concepts only in solving problems. But more than that, these questions measure how the concept can be applied in various situations, and how students make sense in solving the problems. Representing the same concept and then conveying it in a different form is the meaning of multiple representations. The ability of multi representation is one of the most important abilities to be mastered by students. For this reason, this study aims to develop a question instrument and to determine the characteristics of the verbal representation questions of Physics on Particle Dynamics, Newton's Law of Gravity, and Work and Energy. A total of 39 verbal representation questions were developed and tested on 322 students in Yogyakarta. The selection of the trial subjects was done by using the purposive sampling method. The steps for developing the instrument are, (1) Determination of test objectives, (2) Determination of test materials, (3) Designing test blueprints, (4) Writing test questions based on verbal indicators, (5) Content Validation, (6) Determination test subjects, (7) test implementation, and (8) analyzing test results. A total of 39 verbal representation questions have been developed with the format of two-tier multiple-choice questions. Valid items based on the results of content validation analysis using Aiken's V based on expert judgment and empirically, according to the PCM model. The difficulty index of all items on the test instrument is in a good category between -0.49 to 1.9. Test questions are very suitable for measuring verbal representation skills with an ability range of -2.3≤ θ ≤ 1.9. The results of this test item analysis can be used as a guide in assembling and presenting questions to measure the verbal representation ability of high school students in physics learning.
{"title":"Assessment Instrument on Measuring Physics Verbal Representation Ability of Senior High School Students","authors":"R. Adawiyah, E. Istiyono","doi":"10.2991/ASSEHR.K.210305.086","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210305.086","url":null,"abstract":"The problem questions used in the physics learning assessment process do not only require the ability of students to apply concepts only in solving problems. But more than that, these questions measure how the concept can be applied in various situations, and how students make sense in solving the problems. Representing the same concept and then conveying it in a different form is the meaning of multiple representations. The ability of multi representation is one of the most important abilities to be mastered by students. For this reason, this study aims to develop a question instrument and to determine the characteristics of the verbal representation questions of Physics on Particle Dynamics, Newton's Law of Gravity, and Work and Energy. A total of 39 verbal representation questions were developed and tested on 322 students in Yogyakarta. The selection of the trial subjects was done by using the purposive sampling method. The steps for developing the instrument are, (1) Determination of test objectives, (2) Determination of test materials, (3) Designing test blueprints, (4) Writing test questions based on verbal indicators, (5) Content Validation, (6) Determination test subjects, (7) test implementation, and (8) analyzing test results. A total of 39 verbal representation questions have been developed with the format of two-tier multiple-choice questions. Valid items based on the results of content validation analysis using Aiken's V based on expert judgment and empirically, according to the PCM model. The difficulty index of all items on the test instrument is in a good category between -0.49 to 1.9. Test questions are very suitable for measuring verbal representation skills with an ability range of -2.3≤ θ ≤ 1.9. The results of this test item analysis can be used as a guide in assembling and presenting questions to measure the verbal representation ability of high school students in physics learning.","PeriodicalId":378773,"journal":{"name":"Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125615754","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 : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.029
I. A. S. Fiolida, E. Rohaeti, Suwardi
This research aimed to improve students’ science process skills and to describe the profile of students’ science process skills in the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in reaction rate learning. A quasi-experimental design had been employed in this research. The sample in this research was the 11th-grade students of a senior high school in Kroya, Indonesia. The experimental group and control group were chosen by using a random sampling technique. The observation sheet consisted of 15 indicators developed from 9 aspects of science process skills namely designing an experiment, identifying variables, formulating hypotheses, measuring, experimenting, observing, interpreting data, inferring, and communicating were used to obtain the data on students’ science process skills. Independent t-test analysis techniques and descriptive quantitative were used in this research. The result showed that the implementation of REORCILEA has a significant influence on the science process skills of high school students. Profile of students’ science process skills in REORCILEA in each indicator showed good and very good categories. REORCILEA model could be considered an effective strategy in improving students’ science process skills.
{"title":"Research-Oriented Collaborative Inquiry Learning Model to Improve Students’ Science Process Skills in Reaction Rate Topic","authors":"I. A. S. Fiolida, E. Rohaeti, Suwardi","doi":"10.2991/ASSEHR.K.210305.029","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210305.029","url":null,"abstract":"This research aimed to improve students’ science process skills and to describe the profile of students’ science process skills in the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in reaction rate learning. A quasi-experimental design had been employed in this research. The sample in this research was the 11th-grade students of a senior high school in Kroya, Indonesia. The experimental group and control group were chosen by using a random sampling technique. The observation sheet consisted of 15 indicators developed from 9 aspects of science process skills namely designing an experiment, identifying variables, formulating hypotheses, measuring, experimenting, observing, interpreting data, inferring, and communicating were used to obtain the data on students’ science process skills. Independent t-test analysis techniques and descriptive quantitative were used in this research. The result showed that the implementation of REORCILEA has a significant influence on the science process skills of high school students. Profile of students’ science process skills in REORCILEA in each indicator showed good and very good categories. REORCILEA model could be considered an effective strategy in improving students’ science process skills.","PeriodicalId":378773,"journal":{"name":"Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)","volume":"289 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123459696","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 : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.065
A. Maghfiroh, H. Kuswanto
This study aims to (1) produce physics comics learning media through andorid-assisted benthik games with discovery learning models on parabolic motion (Kofie GeBoL) and (2) determine the feasibility value of physics comic learning media through andorid-assisted benthik games with discovery learning models on parabolic motion (Kofie GeBoL). This type of research is research and development. This research uses the 4D model. This model consists of four steps; (1) Define, (2) Design, (3) Development, and (4) Disseminate. The research subject used were 30 senior high school students, who were selected by cluster sampling technique. The appropriateness of the instrument was calculated using an ideal standard deviation analysis (SBi) through the assessment of expert lecturers, teachers, and peers. The results of this research and development are (1) Kofie GeBoL learning media (2) the developed media has a very good feasibility value. Based on this finding, shows that the Kofie GeBoL media is suitable for use in learning.
{"title":"Development of Physics Comics Through Android-Assisted Benthik Game with Discovery Learning Model on Parabolic Motion","authors":"A. Maghfiroh, H. Kuswanto","doi":"10.2991/ASSEHR.K.210305.065","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210305.065","url":null,"abstract":"This study aims to (1) produce physics comics learning media through andorid-assisted benthik games with discovery learning models on parabolic motion (Kofie GeBoL) and (2) determine the feasibility value of physics comic learning media through andorid-assisted benthik games with discovery learning models on parabolic motion (Kofie GeBoL). This type of research is research and development. This research uses the 4D model. This model consists of four steps; (1) Define, (2) Design, (3) Development, and (4) Disseminate. The research subject used were 30 senior high school students, who were selected by cluster sampling technique. The appropriateness of the instrument was calculated using an ideal standard deviation analysis (SBi) through the assessment of expert lecturers, teachers, and peers. The results of this research and development are (1) Kofie GeBoL learning media (2) the developed media has a very good feasibility value. Based on this finding, shows that the Kofie GeBoL media is suitable for use in learning.","PeriodicalId":378773,"journal":{"name":"Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126744563","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 : 2021-03-08DOI: 10.2991/ASSEHR.K.210305.088
Triman, Mursalin, A. H. Odja
Analysis of the misconceptions on static electrical concepts has been conducted. The misconceptions are found in several indicators, such as in the concept of Atom, the concept of electrically charged concept, the concept of how to create electrically charged objects by rubbing, induction and conduction, electric charge properties, Coulomb Law and electric field. This research aims to determine the misconception of static electrical concept at SMK Bina Taruna Gorontalo. Analysis of these misconceptions by using objective questions that amounted to 20 items. sampling techniques in the analysis used only one class with a total of 22 students. Analysis of these misconceptions by using objective questions amounting to 20 items. The problem given to learners comes with the Certainty of Response Index (CRI) field to easily find out the level of misconceptions. in addition to CRI, researchers also used tree tier tests to determine the level of misconceptions. The results of the analysis came to the conclusion that some learners have misconceptions on each of the concept indicators. The indicator on the atomic concept of 54.5% which is subjected to misconception, electrically charged objects there are 63.6% who are experiencing misconceptions, the concept of how to create electrically charged objects by rubbing there are 54.5% who are experiencing misconceptions, induction there is a 54.5% which is subjected to a misconception and a conduction is 63.6%. The nature of the electric charge is 45.45% of the misconceptions, the Coulomb's law is 22.72% of the misconceptions and electric fields there are 18.18% of the misconceptions.
对静电概念的误解进行了分析。在原子的概念、带电的概念、如何通过摩擦、感应和传导产生带电物体的概念、电荷性质、库仑定律和电场等几个指标上都存在误解。本研究旨在确定SMK Bina Taruna Gorontalo对静电概念的误解。用20个题目的客观问题来分析这些误解。抽样技术在分析中只使用了一个班共22名学生。用20个客观问题来分析这些误解。给学习者的问题带有响应指数确定性(CRI)字段，可以很容易地发现误解的程度。除了CRI，研究人员还使用了树层测试来确定误解的程度。分析结果表明，部分学习者对各概念指标存在误解。在原子概念上有54.5%的人有误解，带电物体有63.6%的人有误解，如何通过摩擦创造带电物体的概念有54.5%的人有误解，感应有54.5%的人有误解，传导是63.6%。电荷性质占误解的45.45%，库仑定律占误解的22.72%，电场占误解的18.18%。
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