Pub Date : 2021-11-19DOI: 10.15294/jpfi.v17i2.24083
J. Jufrida, A. Astalini, D. Darmaji, T. Tanti, D. A. Kurniawan*, E. Erika, R. Hayi, W. Sukarni
The NHT (Number Head Together) learning model is a learning model that has a structure designed to influence student interaction patterns. The NHT learning model emphasizes students to work together in finding, processing, and reporting information. This model can make students more communicative during the physics learning process. The use of conventional learning models will generally make students bored and uninterested in learning physics. In physics subjects, teachers generally use conventional learning modelsStudents' boredom will arise when learning using conventional models. The purpose of this study was to describe students' responses to the application of the NHT type cooperative learning model. The benefit of this research is to know the student's response to the application of the NHT type of cooperative learning model, as well as the application of the NHT type of cooperative learning model in physics learning. This study used a mixed method research design. The data in this study were analyzed using the triangulation method. Data were collected through interviews, observation, and documentation. The subjects in this study were high school students. The results showed that some respondents responded quite well to the application of the NHT type of cooperative learning model in physics learning, and some of them responded well to the application of the NHT type of cooperative learning. In learning physics, the use of learning models affects the continuity of the teaching and learning process which will have an impact on the knowledge and learning outcomes possessed by students.
NHT（Number Head Together）学习模型是一种具有设计用于影响学生互动模式的结构的学习模型。NHT学习模式强调学生在发现、处理和报告信息方面共同努力。这种模式可以使学生在物理学习过程中更加善于交际。使用传统的学习模式通常会让学生对学习物理感到无聊和不感兴趣。在物理科目中，教师通常使用传统的学习模式。学生在使用传统模式学习时会感到无聊。本研究的目的是描述学生对NHT型合作学习模式应用的反应。本研究的好处是了解学生对NHT型合作学习模式应用的反应，以及NHT型协作学习模式在物理学习中的应用。本研究采用混合方法进行研究设计。本研究中的数据采用三角测量法进行分析。数据是通过访谈、观察和文件收集的。这项研究的对象是高中生。结果表明，一些受访者对NHT型合作学习模式在物理学习中的应用反应良好，其中一些人对NHT式合作学习的应用反应较好。在物理学习中，学习模型的使用影响教学和学习过程的连续性，这将影响学生所拥有的知识和学习成果。
{"title":"Student Responses to The Application of The Number Head Together Learning Model in Physics Subjects","authors":"J. Jufrida, A. Astalini, D. Darmaji, T. Tanti, D. A. Kurniawan*, E. Erika, R. Hayi, W. Sukarni","doi":"10.15294/jpfi.v17i2.24083","DOIUrl":"https://doi.org/10.15294/jpfi.v17i2.24083","url":null,"abstract":"The NHT (Number Head Together) learning model is a learning model that has a structure designed to influence student interaction patterns. The NHT learning model emphasizes students to work together in finding, processing, and reporting information. This model can make students more communicative during the physics learning process. The use of conventional learning models will generally make students bored and uninterested in learning physics. In physics subjects, teachers generally use conventional learning modelsStudents' boredom will arise when learning using conventional models. The purpose of this study was to describe students' responses to the application of the NHT type cooperative learning model. The benefit of this research is to know the student's response to the application of the NHT type of cooperative learning model, as well as the application of the NHT type of cooperative learning model in physics learning. This study used a mixed method research design. The data in this study were analyzed using the triangulation method. Data were collected through interviews, observation, and documentation. The subjects in this study were high school students. The results showed that some respondents responded quite well to the application of the NHT type of cooperative learning model in physics learning, and some of them responded well to the application of the NHT type of cooperative learning. In learning physics, the use of learning models affects the continuity of the teaching and learning process which will have an impact on the knowledge and learning outcomes possessed by students.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48644266","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 : 2021-11-19DOI: 10.15294/jpfi.v17i2.27589
G. Sharifov, D. Macisaac
We examine the use of PhET (University of Colorado Physics Education Technology) simulation labs in developing conceptual understanding of introductory thermodynamics by eighth grade students. Pedagogical experiments were conducted at the Baku European Lyceum, a gifted / magnet school in the capital of Azerbaijan. Results showed that virtual laboratories can play a crucial role in lyceum students' thinking and creative abilities and their acquisition of more in-depth knowledge and skills on thermodynamics. We also found that simulations have many appropriate advantages in learning and teaching lyceum thermodynamics, and list seven such.
{"title":"Effectiveness of A Simulated Thermodynamics Lab in A Grade Eight Lyceum Class","authors":"G. Sharifov, D. Macisaac","doi":"10.15294/jpfi.v17i2.27589","DOIUrl":"https://doi.org/10.15294/jpfi.v17i2.27589","url":null,"abstract":"We examine the use of PhET (University of Colorado Physics Education Technology) simulation labs in developing conceptual understanding of introductory thermodynamics by eighth grade students. Pedagogical experiments were conducted at the Baku European Lyceum, a gifted / magnet school in the capital of Azerbaijan. Results showed that virtual laboratories can play a crucial role in lyceum students' thinking and creative abilities and their acquisition of more in-depth knowledge and skills on thermodynamics. We also found that simulations have many appropriate advantages in learning and teaching lyceum thermodynamics, and list seven such.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42003766","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 : 2021-11-19DOI: 10.15294/jpfi.v17i2.30088
S. Kapucu
The aim of this research is to investigate the relationships among high school students’ scientific epistemic beliefs, conceptions of learning physics and willingness to perform scientific studies in physics. A total number of 526 (male=284, female=242) 9th grade high school students participated in the study. Correlation research was used, and the data were collected with the help of some questionnaires in the form of Likert-scale at just one point in time. To investigate the relationship among the variables Hierarchical Regression Analysis was performed. The results showed that students’ scientific epistemic beliefs in certainty, development, and justification as well as their higher-level conceptions of learning physics – that are, increase of knowledge, applying and understanding and seeing in a new way – are significant and positive predictors of their willingness to perform scientific studies in physics in the final model. This result can imply that increase in students’ such scientific epistemic beliefs and conceptions of learning physics can result in increase in their willingness to perform scientific studies in physics. Moreover, students’ scientific epistemic beliefs and conceptions of learning physics can also be important variables in explaining their intentions or willingness to perform scientific studies in physics. The attempts that can improve both students’ epistemic beliefs and conceptions of learning physics might result in increase in their willingness to perform scientific studies in physics.
{"title":"The Relationships Among High School Students’ Scientific Epistemic Beliefs, Conceptions of Learning Physics and Willingness to Perform Scientific Studies in Physics","authors":"S. Kapucu","doi":"10.15294/jpfi.v17i2.30088","DOIUrl":"https://doi.org/10.15294/jpfi.v17i2.30088","url":null,"abstract":"The aim of this research is to investigate the relationships among high school students’ scientific epistemic beliefs, conceptions of learning physics and willingness to perform scientific studies in physics. A total number of 526 (male=284, female=242) 9th grade high school students participated in the study. Correlation research was used, and the data were collected with the help of some questionnaires in the form of Likert-scale at just one point in time. To investigate the relationship among the variables Hierarchical Regression Analysis was performed. The results showed that students’ scientific epistemic beliefs in certainty, development, and justification as well as their higher-level conceptions of learning physics – that are, increase of knowledge, applying and understanding and seeing in a new way – are significant and positive predictors of their willingness to perform scientific studies in physics in the final model. This result can imply that increase in students’ such scientific epistemic beliefs and conceptions of learning physics can result in increase in their willingness to perform scientific studies in physics. Moreover, students’ scientific epistemic beliefs and conceptions of learning physics can also be important variables in explaining their intentions or willingness to perform scientific studies in physics. The attempts that can improve both students’ epistemic beliefs and conceptions of learning physics might result in increase in their willingness to perform scientific studies in physics. ","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42181544","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 : 2021-11-19DOI: 10.15294/jpfi.v17i2.26949
R. N. Tuada, S. Suparno
The higher order thinking skills (HOTS) of students in Indonesia is still low. This study aims to determine the effectiveness of using Android-based interactive physics learning media with a scaffolding approach on Sound Wave material to increasing higher order thinking skills. This study used a Pre-Experimental with one Group Pretest-Posttest Design. The evaluation instrument developed was a higher order thinking skills test instrument in the form of reasoned multiple choice. Data were analyzed with descriptive statistics and used the Anava test. The result showed that the use of Android-based Mobile Interactive Physics Learning Media with the Scaffolding approach on Sound Waves material proved to be effective in increasing students' HOTS abilities. This can be seen from the results of the effectiveness test, size-effect, and the size of the effective contribution that has been made showing that learning with the scaffolding approach assisted by the IPMLM application has increased higher than the control class.
{"title":"Increasing Student's Hots Using Mobile Technology and Scaffolding Approach on Sound Wave Material","authors":"R. N. Tuada, S. Suparno","doi":"10.15294/jpfi.v17i2.26949","DOIUrl":"https://doi.org/10.15294/jpfi.v17i2.26949","url":null,"abstract":"The higher order thinking skills (HOTS) of students in Indonesia is still low. This study aims to determine the effectiveness of using Android-based interactive physics learning media with a scaffolding approach on Sound Wave material to increasing higher order thinking skills. This study used a Pre-Experimental with one Group Pretest-Posttest Design. The evaluation instrument developed was a higher order thinking skills test instrument in the form of reasoned multiple choice. Data were analyzed with descriptive statistics and used the Anava test. The result showed that the use of Android-based Mobile Interactive Physics Learning Media with the Scaffolding approach on Sound Waves material proved to be effective in increasing students' HOTS abilities. This can be seen from the results of the effectiveness test, size-effect, and the size of the effective contribution that has been made showing that learning with the scaffolding approach assisted by the IPMLM application has increased higher than the control class.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49665180","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 : 2021-11-19DOI: 10.15294/jpfi.v17i2.27172
M. I. Sukarelawan, J. Jumadi, H. Kuswanto, T. Nurjannah, F. N. Hikmah, M. F. Ramadhan
This study aim is to map students’ metacognitive awareness in physics subjects. This research was conducted at SMAN 1 Bantarsari in 2020. A total of 112 respondents (male = 17% and female = 83%) from class XI and XII were selected using a combination of snowball techniques and convenience sampling. Students’ metacognitive physics awareness was administrated using the Physics Metacognition Inventory (PMI) and analyzed using the Rasch model. The PMI inventory consists of 26 items and uses a Likert scale of 5 ratings ranging from 1 (never) to 5 (always). Mapping students’ physics metacognitive awareness based on the Logit Value of Person. Metacognitive awareness is classified into four levels, namely: low, medium, high, and very high levels. The results showed that more than 80% of students had metacognitive awareness at moderate and high levels. Dominant female students have metacognitive awareness at a high level and male students at a moderate level. The students’ metacognitive awareness in class XI and XII were at very high and moderate levels, respectively. The 15-16 year age group was dominant at a moderate level and the 17-18 year age group at a high level.
{"title":"Implementation of Rasch Model for Mapping Students’ Metacognitive Awareness","authors":"M. I. Sukarelawan, J. Jumadi, H. Kuswanto, T. Nurjannah, F. N. Hikmah, M. F. Ramadhan","doi":"10.15294/jpfi.v17i2.27172","DOIUrl":"https://doi.org/10.15294/jpfi.v17i2.27172","url":null,"abstract":"This study aim is to map students’ metacognitive awareness in physics subjects. This research was conducted at SMAN 1 Bantarsari in 2020. A total of 112 respondents (male = 17% and female = 83%) from class XI and XII were selected using a combination of snowball techniques and convenience sampling. Students’ metacognitive physics awareness was administrated using the Physics Metacognition Inventory (PMI) and analyzed using the Rasch model. The PMI inventory consists of 26 items and uses a Likert scale of 5 ratings ranging from 1 (never) to 5 (always). Mapping students’ physics metacognitive awareness based on the Logit Value of Person. Metacognitive awareness is classified into four levels, namely: low, medium, high, and very high levels. The results showed that more than 80% of students had metacognitive awareness at moderate and high levels. Dominant female students have metacognitive awareness at a high level and male students at a moderate level. The students’ metacognitive awareness in class XI and XII were at very high and moderate levels, respectively. The 15-16 year age group was dominant at a moderate level and the 17-18 year age group at a high level.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47896176","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 : 2021-06-08DOI: 10.15294/JPFI.V17I1.24315
A. Astalini, D. A. Kurniawan*, D. Darmaji, E. Erika, R. Hoyi, W. Sukarni
Education is a conscious effort through planning that is prepared by considering various aspects that are important for developing student potential. One of the efforts can be made is implementing a cooperative learning model. This study aims to determine the differences in the results of the application of the Jigsaw cooperative learning model and role playing in physics as well as student responses to the application of the two learning models. This research procedure uses mixed methods using quantitative data obtained by questionnaires, qualitative data is obtained by conducting interviews. The results showed that there were still many students who responded well to the application of the jigsaw cooperative learning model in learning physics but in contrast to student responses to role playing learning. This study aims to determine student responses to the implementation of the Jigsaw cooperative learning model and role playing in physics subjects and to determine the differences in the application of those two models in physics subjects. The novelty of this study is to describe student learning outcomes with the physics learning process and student responses when using the jigsaw cooperative learning model and the role-playing model in physics to make it easier for students to learn and understand concepts and formulas in physics learning. The results showed that many students responded to the application of the jigsaw cooperative learning model and the role-playing learning model in physics learning well. The novelty of this research is that it can improve students' attitudes towards physics by using the jigsaw cooperative learning model and the role playing model.                                        Â
{"title":"Description of Student Response on The Implementation of Cooperative Learning Models of Jigsaw and Role Playing on The Physics Learning","authors":"A. Astalini, D. A. Kurniawan*, D. Darmaji, E. Erika, R. Hoyi, W. Sukarni","doi":"10.15294/JPFI.V17I1.24315","DOIUrl":"https://doi.org/10.15294/JPFI.V17I1.24315","url":null,"abstract":"Education is a conscious effort through planning that is prepared by considering various aspects that are important for developing student potential. One of the efforts can be made is implementing a cooperative learning model. This study aims to determine the differences in the results of the application of the Jigsaw cooperative learning model and role playing in physics as well as student responses to the application of the two learning models. This research procedure uses mixed methods using quantitative data obtained by questionnaires, qualitative data is obtained by conducting interviews. The results showed that there were still many students who responded well to the application of the jigsaw cooperative learning model in learning physics but in contrast to student responses to role playing learning. This study aims to determine student responses to the implementation of the Jigsaw cooperative learning model and role playing in physics subjects and to determine the differences in the application of those two models in physics subjects. The novelty of this study is to describe student learning outcomes with the physics learning process and student responses when using the jigsaw cooperative learning model and the role-playing model in physics to make it easier for students to learn and understand concepts and formulas in physics learning. The results showed that many students responded to the application of the jigsaw cooperative learning model and the role-playing learning model in physics learning well. The novelty of this research is that it can improve students' attitudes towards physics by using the jigsaw cooperative learning model and the role playing model.                                         ","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48612348","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 : 2021-06-08DOI: 10.15294/JPFI.V17I1.27069
A. Dhien, K. Kumaidi
The aims of the study are to know the advantage of achievement test in learning physics developed by utilizing item specifications and the ability distribution of tenth grade students at senior high school in Yogyakarta. The benefits of the research are to prepare test items, provide guidelines for teachers in writing quality items and produce learning achievement test that can be used on School Exams. This research is developmental research used the model suggested by Oriondo&Dallo-Antonio. The subjects were tenth grade students. The limited test was tried out to 354 students in school with categories of high, medium and low. The wide scale test was tried out to 644 students on package A and package B. Item analysis was conducted by using qualitative and quantitative analysis. This research shows developed test in physics by utilizing item specifications had the advantage in producing more equate test the ability distributions of tenth grade students at senior high school in Yogyakarta were mostly at the average category.
{"title":"Developing An Achievement Test in Learning of Physics for Assessment","authors":"A. Dhien, K. Kumaidi","doi":"10.15294/JPFI.V17I1.27069","DOIUrl":"https://doi.org/10.15294/JPFI.V17I1.27069","url":null,"abstract":"The aims of the study are to know the advantage of achievement test in learning physics developed by utilizing item specifications and the ability distribution of tenth grade students at senior high school in Yogyakarta. The benefits of the research are to prepare test items, provide guidelines for teachers in writing quality items and produce learning achievement test that can be used on School Exams. This research is developmental research used the model suggested by Oriondo&Dallo-Antonio. The subjects were tenth grade students. The limited test was tried out to 354 students in school with categories of high, medium and low. The wide scale test was tried out to 644 students on package A and package B. Item analysis was conducted by using qualitative and quantitative analysis. This research shows developed test in physics by utilizing item specifications had the advantage in producing more equate test the ability distributions of tenth grade students at senior high school in Yogyakarta were mostly at the average category.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":"17 1","pages":"60-71"},"PeriodicalIF":0.6,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43207676","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 : 2021-06-08DOI: 10.15294/JPFI.V17I1.27245
Y. Yusrizal, R. Rahmati
This study aims to (1) determine the level of knowledge and understanding of Madrasah Tsanawiyah (MTsN) science teachers in constructing exam questions, (2) describe the knowledge and understanding of MTsN science teachers in writing questions based on the cognitive level of Bloom's taxonomy. This research is descriptive quantitative type. The data collection was carried out by a survey method using a developed questionnaire instrument. The population in this study were all MTsN (Islamic Junior High School) science teachers in Banda Aceh. The data obtained were analyzed descriptively. The results showed that: (1) most of the MTsN Banda Aceh science teachers already have very high knowledge and high understanding in constructing exam questions. (2) Knowledge and understanding of constructing questions are limited to levels C1, C2, C3 and C4. For questions on cognitive levels C5 and C6, some MTsN science teachers do not know and understand how to construct them. This research can be information for various parties who hold training or question writing workshops so that they can provide material that is right on target or is still not mastered by the teacher.
{"title":"Analysis of The Knowledge and Understanding Level of Madrasah Tsanawiyah Science Teachers in Banda Aceh in Constructing Exam Questions","authors":"Y. Yusrizal, R. Rahmati","doi":"10.15294/JPFI.V17I1.27245","DOIUrl":"https://doi.org/10.15294/JPFI.V17I1.27245","url":null,"abstract":"This study aims to (1) determine the level of knowledge and understanding of Madrasah Tsanawiyah (MTsN) science teachers in constructing exam questions, (2) describe the knowledge and understanding of MTsN science teachers in writing questions based on the cognitive level of Bloom's taxonomy. This research is descriptive quantitative type. The data collection was carried out by a survey method using a developed questionnaire instrument. The population in this study were all MTsN (Islamic Junior High School) science teachers in Banda Aceh. The data obtained were analyzed descriptively. The results showed that: (1) most of the MTsN Banda Aceh science teachers already have very high knowledge and high understanding in constructing exam questions. (2) Knowledge and understanding of constructing questions are limited to levels C1, C2, C3 and C4. For questions on cognitive levels C5 and C6, some MTsN science teachers do not know and understand how to construct them. This research can be information for various parties who hold training or question writing workshops so that they can provide material that is right on target or is still not mastered by the teacher.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43274952","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 : 2021-05-02DOI: 10.15294/JPFI.V17I1.27028
M. Ridwan, Y. Yatini, S. Pramono
Lombok Island and its surrounding is an area that has a high seismicitys level because it is located in the Eastern Sunda Arc. Tectonically, Lombok Island located between the Indo-Australia plate collision zone with Eurasia in the south and the fult of the backarc Bali-Flores in the north. This research’s purposed to determine the distribution of vulnerability index and peak ground acceleration value are used to determine the GSS value, so mapping of potential damage areas could be done. The microtremor data taken on 32 observation points distributed in Lombok Island. Microtremor data is analysed using Horizontal to Vertical Spectral Ratio (HVSR) method to get seismic vulnerability index (Kg) and dominant period. Determination of Peak Ground Acceleration (PGA) value using data from the MASE Stasion measurement results based on earthquake events on August 5, 2018. Seismic vulnerability index and peak ground acceleration value are used to determine the GSS value. Determination of potential damage area using analysis of the dominant period, seismic vulnerability indexs and Ground Shear Strain values. The results of this research showed that seismic vulneribility index value in research area is about 0,029 sekon to 1,360 sekon, seismic vulneribility index value is about 0,56 to 189,92 and GSS value is about 2,52 x 10-5 to 8,46 x 10-3. The results show that the light damage dominated in East Lombok Districts, the moderate damage is on Mataram City and it dominated in West Lombok Districts. The heavy damage present in the most parts of West Lombok Districts.
{"title":"Mapping of Potential Damages Area in Lombok Island Base on Microtremor Data","authors":"M. Ridwan, Y. Yatini, S. Pramono","doi":"10.15294/JPFI.V17I1.27028","DOIUrl":"https://doi.org/10.15294/JPFI.V17I1.27028","url":null,"abstract":"Lombok Island and its surrounding is an area that has a high seismicitys level because it is located in the Eastern Sunda Arc. Tectonically, Lombok Island located between the Indo-Australia plate collision zone with Eurasia in the south and the fult of the backarc Bali-Flores in the north. This research’s purposed to determine the distribution of vulnerability index and peak ground acceleration value are used to determine the GSS value, so mapping of potential damage areas could be done. The microtremor data taken on 32 observation points distributed in Lombok Island. Microtremor data is analysed using Horizontal to Vertical Spectral Ratio (HVSR) method to get seismic vulnerability index (Kg) and dominant period. Determination of Peak Ground Acceleration (PGA) value using data from the MASE Stasion measurement results based on earthquake events on August 5, 2018. Seismic vulnerability index and peak ground acceleration value are used to determine the GSS value. Determination of potential damage area using analysis of the dominant period, seismic vulnerability indexs and Ground Shear Strain values. The results of this research showed that seismic vulneribility index value in research area is about 0,029 sekon to 1,360 sekon, seismic vulneribility index value is about 0,56 to 189,92 and GSS value is about 2,52 x 10-5 to 8,46 x 10-3. The results show that the light damage dominated in East Lombok Districts, the moderate damage is on Mataram City and it dominated in West Lombok Districts. The heavy damage present in the most parts of West Lombok Districts.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44844939","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 : 2021-05-02DOI: 10.15294/JPFI.V17I1.18540
B. R. Kurniawan, S. Kusairi, D. Puspita, R. Kusumaningrum
Research and development of computer-based assessment is carried out to overcome the shortcomings of conventional paper-based assessment. Development is carried out by focusing on the use of isomorphic questions and improvement programs. This computer-based assessment was developed with two levels of questions. At each level there are isomorphic questions that are used as a reference in providing feedback to students about their concepts understanding. At each level there is also video material that can be used as a source of student learning before students utilize the remedial program. This computer-based assessment has been tested on 31 third-year undergraduate students in Physics Education, Universitas Negeri Malang. The results of media and material validation and the results of limited trials indicate that the computer-based assessment produced is feasible to be applied in learning.
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