Pub Date : 2021-05-02DOI: 10.15294/JPFI.V17I1.26301
T. Amelia, S. Jumini, A. Khoiri
The natural and socio-cultural environment of the Wonosobo community has various potentials that can be explored and developed to support the science learning process. Pranotomongso is a form of culture used by farmers to cultivate nature. This study aims to determine the application of ethnoscience-based integrated science learning to foster environmental awareness and student creativity. This research is a quantitative study using the True Experimental method, with a Posttest Only Control Design, the sampling technique is random sampling. The instruments used for data collection were tests and questionnaires to measure creativity and environmental awareness. The data analysis technique used one-party t-test. The results showed that ethnoscience-based integrated science learning can foster environmental awareness and student creativity and can improve environmental care and student creativity in ethnoscience-based integrated science learning, in the medium category. This research is very useful in showing how science works in society, and it is more applicable.    Â
{"title":"Analysis of Creativity and Attitudes Caring The Environment of Junior High School Students: Study of Environmental Physics Learning Using Learning Modules","authors":"T. Amelia, S. Jumini, A. Khoiri","doi":"10.15294/JPFI.V17I1.26301","DOIUrl":"https://doi.org/10.15294/JPFI.V17I1.26301","url":null,"abstract":"The natural and socio-cultural environment of the Wonosobo community has various potentials that can be explored and developed to support the science learning process. Pranotomongso is a form of culture used by farmers to cultivate nature. This study aims to determine the application of ethnoscience-based integrated science learning to foster environmental awareness and student creativity. This research is a quantitative study using the True Experimental method, with a Posttest Only Control Design, the sampling technique is random sampling. The instruments used for data collection were tests and questionnaires to measure creativity and environmental awareness. The data analysis technique used one-party t-test. The results showed that ethnoscience-based integrated science learning can foster environmental awareness and student creativity and can improve environmental care and student creativity in ethnoscience-based integrated science learning, in the medium category. This research is very useful in showing how science works in society, and it is more applicable.     ","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":"42175690","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.V17I1.23969
S. Kusairi, H. Hardiana, P. Swasono, A. Suryadi, Y. Afrieni
This study aims to analyze students' conceptual  understanding and their difficulties in grasping the static fluid concepts after they learned throughout integrated e-formative assessments in collaborative inquiry. This mixed-method research involved 28 senior high school students. Students studied static fluid concepts with a collaborative inquiry strategy supported by the implementation of web-based formative assessment. Students' conceptual understanding and their difficulties were assessed using multiple-choice questions with the reasons (r= 0.75.). The result showed that students' conceptual understanding was improved after learning, which is indicated by the moderate normalized gain value (0.5374), and the strong effect size (2.772). However, there were still some difficulties that students have regarding factors that influence buoyancy. Providing more portion of the conceptual discussions and practising problem-solving during learning through e-formative assessment were recommended. Learning difficulties that have been found in this study can be considered and anticipated by teachers in teaching static fluid topic.                                                                         Â
{"title":"E- Formative Assessment Integration in Collaborative Inquiry: A Strategy to Enhance Students' Conceptual Understanding in Static Fluid Concepts","authors":"S. Kusairi, H. Hardiana, P. Swasono, A. Suryadi, Y. Afrieni","doi":"10.15294/JPFI.V17I1.23969","DOIUrl":"https://doi.org/10.15294/JPFI.V17I1.23969","url":null,"abstract":"This study aims to analyze students' conceptual  understanding and their difficulties in grasping the static fluid concepts after they learned throughout integrated e-formative assessments in collaborative inquiry. This mixed-method research involved 28 senior high school students. Students studied static fluid concepts with a collaborative inquiry strategy supported by the implementation of web-based formative assessment. Students' conceptual understanding and their difficulties were assessed using multiple-choice questions with the reasons (r= 0.75.). The result showed that students' conceptual understanding was improved after learning, which is indicated by the moderate normalized gain value (0.5374), and the strong effect size (2.772). However, there were still some difficulties that students have regarding factors that influence buoyancy. Providing more portion of the conceptual discussions and practising problem-solving during learning through e-formative assessment were recommended. Learning difficulties that have been found in this study can be considered and anticipated by teachers in teaching static fluid topic.                                                                          ","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":"47683492","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.V17I1.26111
P. Palloan, U. Usman, A. Hakim
This research aims to know the relationship between self-concept and emotional intelligence on the ability to solve the physics problem of students. The sample used was one hundred and fifteen people determined by simple random sampling. The ability to solve physics problems is measured by test instrument. The research data were processed using simple linear regression techniques and  multiple regression. The results showed there was weak and significant positive relationship between self-concept and the ability to solve physics problems; there is very weak and insignificant positive relationship between emotional intelligence and the ability to solve physics problems; there is weak and significant positive relationship between self-concept and emotional intelligence together to the ability to solve physics problems.
{"title":"The Influence Between Self-Concept and Emotional Intelligence on The Ability of Physics Problem Solving","authors":"P. Palloan, U. Usman, A. Hakim","doi":"10.15294/JPFI.V17I1.26111","DOIUrl":"https://doi.org/10.15294/JPFI.V17I1.26111","url":null,"abstract":"This research aims to know the relationship between self-concept and emotional intelligence on the ability to solve the physics problem of students. The sample used was one hundred and fifteen people determined by simple random sampling. The ability to solve physics problems is measured by test instrument. The research data were processed using simple linear regression techniques and  multiple regression. The results showed there was weak and significant positive relationship between self-concept and the ability to solve physics problems; there is very weak and insignificant positive relationship between emotional intelligence and the ability to solve physics problems; there is weak and significant positive relationship between self-concept and emotional intelligence together to the ability to solve physics problems.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41948251","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.V17I1.24805
D. Ardwiyanti, J. Jumadi, H. Puspitasari, P. Rahayu
Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.
{"title":"Representations of Nature of Science in High School Physics Textbooks","authors":"D. Ardwiyanti, J. Jumadi, H. Puspitasari, P. Rahayu","doi":"10.15294/JPFI.V17I1.24805","DOIUrl":"https://doi.org/10.15294/JPFI.V17I1.24805","url":null,"abstract":"Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":"17 1","pages":"22-30"},"PeriodicalIF":0.6,"publicationDate":"2021-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42733154","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 : 2020-12-24DOI: 10.15294/JPFI.V16I2.25238
M. Khan, T. Zaman, A. Saeed
Formative assessment is an ongoing activity that helps to understand the gaps between a student’s current understanding and the objectives to achieve. If combined with appropriate feedback, it has powerful positive impact on students’ learning. The objective of the study was to explore the quality of classroom assessment practices of physics teachers in Pakistan. One hundred fifteen (115) principals, one hundred thirty-nine (139) physics teachers and eight hundred (800) 10th class science students were selected randomly from 162 target schools. Three (03) validated and reliable 5-point Liker-type scales were developed to collect the perceptions of the respondents. Eighteen hundred checked class tests of 20 physics teachers were also analysed to explore the quality of assessment. It was concluded that the quality of formative assessment is poor, and teachers must be trained to improve feedback process given to the students to enhance their learning.
{"title":"Formative Assessment Practices of Physics Teachers in Pakistan","authors":"M. Khan, T. Zaman, A. Saeed","doi":"10.15294/JPFI.V16I2.25238","DOIUrl":"https://doi.org/10.15294/JPFI.V16I2.25238","url":null,"abstract":"Formative assessment is an ongoing activity that helps to understand the gaps between a student’s current understanding and the objectives to achieve. If combined with appropriate feedback, it has powerful positive impact on students’ learning. The objective of the study was to explore the quality of classroom assessment practices of physics teachers in Pakistan. One hundred fifteen (115) principals, one hundred thirty-nine (139) physics teachers and eight hundred (800) 10th class science students were selected randomly from 162 target schools. Three (03) validated and reliable 5-point Liker-type scales were developed to collect the perceptions of the respondents. Eighteen hundred checked class tests of 20 physics teachers were also analysed to explore the quality of assessment. It was concluded that the quality of formative assessment is poor, and teachers must be trained to improve feedback process given to the students to enhance their learning.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45684584","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 : 2020-12-24DOI: 10.15294/JPFI.V16I2.25395
G. Sharifov
The article deals with the effectiveness of Head-to-tail method for addition vectors. The empirical investigations were carried out at a specialized school. In the research, the number of respondents was 24. As a part of the experiments, it was conducted questionnaires among them and they were given pre-test and post-test, which consists of 12 questions. Statistical analysis was performed using SPSS software. A paired t-test was carried out on pre-test and post-test to determine the possible difference between them. According to the statistically analysed data, it was established that by using Head-to-tail method, students could understand and solve more complicated test task regarding the motion of an object under the many forces. It was concluded that this method could be the best way of solving the most challenging issues related to one or two-dimensional motion and it makes a significant contribution to the more in-depth adoption of the students' understanding of finding the direction of resultant force for numerous forces vectors.
{"title":"The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks","authors":"G. Sharifov","doi":"10.15294/JPFI.V16I2.25395","DOIUrl":"https://doi.org/10.15294/JPFI.V16I2.25395","url":null,"abstract":"The article deals with the effectiveness of Head-to-tail method for addition vectors. The empirical investigations were carried out at a specialized school. In the research, the number of respondents was 24. As a part of the experiments, it was conducted questionnaires among them and they were given pre-test and post-test, which consists of 12 questions. Statistical analysis was performed using SPSS software. A paired t-test was carried out on pre-test and post-test to determine the possible difference between them. According to the statistically analysed data, it was established that by using Head-to-tail method, students could understand and solve more complicated test task regarding the motion of an object under the many forces. It was concluded that this method could be the best way of solving the most challenging issues related to one or two-dimensional motion and it makes a significant contribution to the more in-depth adoption of the students' understanding of finding the direction of resultant force for numerous forces vectors.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41371565","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 : 2020-12-24DOI: 10.15294/JPFI.V16I2.21909
A. Suryadi, S. Kusairi, D. A. Husna
The purpose of this study is to compare the misconceptions of secondary school students (junior and senior high school) and pre-service physics teachers about simple electrical circuits. The study involved 92 people consisting of 30 junior high school students, 32 senior high school students, and 30 pre-service physics teachers. The diagnostic misconception instrument was adapted from the Simple Electric Circuits Diagnostic Test (SECDT). Data were analyzed by descriptive and inferential analysis. The results of the study indicated that there are 11 misconceptions types that the student had. The clashing current is a type of misconception that is most often found both in high school students and in pre-service teacher. The inferential test showed that there were significant differences of misconception scores among junior high school students, senior high school students, and pre-service physics teachers (KW=12,689, df=2, p< 0.05). Teachers could use the misconception profile as a consideration in planning classroom instruction.
{"title":"Comparative Study of Secondary School Students' and Pre-Service Teachers' Misconception about Simple Electric Circuit","authors":"A. Suryadi, S. Kusairi, D. A. Husna","doi":"10.15294/JPFI.V16I2.21909","DOIUrl":"https://doi.org/10.15294/JPFI.V16I2.21909","url":null,"abstract":"The purpose of this study is to compare the misconceptions of secondary school students (junior and senior high school) and pre-service physics teachers about simple electrical circuits. The study involved 92 people consisting of 30 junior high school students, 32 senior high school students, and 30 pre-service physics teachers. The diagnostic misconception instrument was adapted from the Simple Electric Circuits Diagnostic Test (SECDT). Data were analyzed by descriptive and inferential analysis. The results of the study indicated that there are 11 misconceptions types that the student had. The clashing current is a type of misconception that is most often found both in high school students and in pre-service teacher. The inferential test showed that there were significant differences of misconception scores among junior high school students, senior high school students, and pre-service physics teachers (KW=12,689, df=2, p< 0.05). Teachers could use the misconception profile as a consideration in planning classroom instruction.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47058751","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 : 2020-12-24DOI: 10.15294/JPFI.V16I2.19581
A. Rusilowati, S. Sulhadi, S. A. Purwaningtyas, A. D. Perwitasari
Deaf students have limitations on the sense of hearing, so to grow self-learning requires special processes and training. The results of the observations at the especialy needs secondary school (Sekolah menengah pertama luar biasa negeri/SMPLB-N-in Indosesia) found that one of the goals of the SMPLB-N Ungaran was to produce graduates who were independent and could live in community life. This study aims to improve the learning independence of SMPLB-N Ungaran students by using BISINDO-based videos. This video is equipped with sign language that makes it easy for students to understand the material being studied. The method used is an experiment with the design of single subject A-B patterns. A is baseline dan B is Intervention. The data analysis technique uses descriptive percentages. BISINDO-based video-assisted learning helps students improve self-learning. The increase in the learning independence of deaf students from the baseline phase to the intervention phase was 2.29 in the high category. The average increase in students’ self-learning is 46.1% for the personal aspects of attributes, 52.4% for the aspect process, and 10.2% for the learning context aspect.
聋人学生在听觉上有一定的局限性，因此培养自主学习能力需要特殊的过程和训练。在特别需要中学(印度尼西亚的Sekolah menengah pertama luar biasa negeri/SMPLB-N)的观察结果发现，SMPLB-N Ungaran的目标之一是培养能够独立并能够生活在社区生活中的毕业生。本研究旨在通过使用bisindo为基础的视频来提高SMPLB-N Ungaran学生的学习独立性。本视频配有手语，使学生更容易理解所学习的材料。采用单受试者A-B模式设计的实验方法。A代表基线，B代表干预。数据分析技术使用描述性百分比。基于bisindo的视频辅助学习帮助学生提高自主学习能力。聋哑学生的学习独立性从基线阶段到干预阶段的提高在高类别为2.29。学生€™自主学习在个人属性方面的平均增长为46.1%，在方面过程方面的平均增长为52.4%，在学习背景方面的平均增长为10.2%。
{"title":"Improving Self-Learning for Deaf Students in SMPLB Through Use of BISINDO Video in Heat and Temperature","authors":"A. Rusilowati, S. Sulhadi, S. A. Purwaningtyas, A. D. Perwitasari","doi":"10.15294/JPFI.V16I2.19581","DOIUrl":"https://doi.org/10.15294/JPFI.V16I2.19581","url":null,"abstract":"Deaf students have limitations on the sense of hearing, so to grow self-learning requires special processes and training. The results of the observations at the especialy needs secondary school (Sekolah menengah pertama luar biasa negeri/SMPLB-N-in Indosesia) found that one of the goals of the SMPLB-N Ungaran was to produce graduates who were independent and could live in community life. This study aims to improve the learning independence of SMPLB-N Ungaran students by using BISINDO-based videos. This video is equipped with sign language that makes it easy for students to understand the material being studied. The method used is an experiment with the design of single subject A-B patterns. A is baseline dan B is Intervention. The data analysis technique uses descriptive percentages. BISINDO-based video-assisted learning helps students improve self-learning. The increase in the learning independence of deaf students from the baseline phase to the intervention phase was 2.29 in the high category. The average increase in students’ self-learning is 46.1% for the personal aspects of attributes, 52.4% for the aspect process, and 10.2% for the learning context aspect.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991277","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 : 2020-12-22DOI: 10.22146/jfi.v24i3.56549
T. Kinasih, A. Darmawan, Rayhan Farisi Ramadhan, W. Utama
Telah dilakukan studi analisis untuk mempelajari bagaimana porositas mempengaruhi besarnya kuat tekan dengan meninjau hubungan porositas-kuat tekan yang ada dan dibandingkan dengan hasil eksperimen dari data sekunder pengujian porositas dan kuat tekan batu andesit di Batujajar, Bandung. Didapatkan hasil analisis dengan menggunakan model regresi Hasselman dan Ryshkewitch bahwa semakin besar porositas suatu batuan, maka nilai kuat tekannya semakin menurun. Pada suatu nilai porositas tertentu terjadi transisi mikrostruktur pada pori-pori batuan yang sepenuhnya terisolasi dan tertutup menjadi membuka dan saling berhubungan yang menyebabkan perubahan tiba-tiba pada nilai kuat tekan batuan. Model regresi Hasselman memiliki kelemahan saat porositas mendekati 100%, nilai kuat tekannya menjadi negatif sedangkan pada model Ryshkewitch mampu menginterpretasi nilai kuat tekan pada porositas 0% dan 100% dengan lebih baik. Dengan dibuatnya paper ini harapkan dapat dilakukan studi lebih lanjut tentang bagaimana usaha-usaha untuk meminimalisir dampak pengaruh porositas terhadap nilai kuat tekannya.
{"title":"ANALISA PENGARUH POROSITAS TERHADAP NILAI KUAT TEKAN BATUAN ANDESIT DENGAN MENGGUNAKAN MODEL REGRESI HASSELMAN DAN RYSHKEWITCH BERBASIS MATLAB","authors":"T. Kinasih, A. Darmawan, Rayhan Farisi Ramadhan, W. Utama","doi":"10.22146/jfi.v24i3.56549","DOIUrl":"https://doi.org/10.22146/jfi.v24i3.56549","url":null,"abstract":"Telah dilakukan studi analisis untuk mempelajari bagaimana porositas mempengaruhi besarnya kuat tekan dengan meninjau hubungan porositas-kuat tekan yang ada dan dibandingkan dengan hasil eksperimen dari data sekunder pengujian porositas dan kuat tekan batu andesit di Batujajar, Bandung. Didapatkan hasil analisis dengan menggunakan model regresi Hasselman dan Ryshkewitch bahwa semakin besar porositas suatu batuan, maka nilai kuat tekannya semakin menurun. Pada suatu nilai porositas tertentu terjadi transisi mikrostruktur pada pori-pori batuan yang sepenuhnya terisolasi dan tertutup menjadi membuka dan saling berhubungan yang menyebabkan perubahan tiba-tiba pada nilai kuat tekan batuan. Model regresi Hasselman memiliki kelemahan saat porositas mendekati 100%, nilai kuat tekannya menjadi negatif sedangkan pada model Ryshkewitch mampu menginterpretasi nilai kuat tekan pada porositas 0% dan 100% dengan lebih baik. Dengan dibuatnya paper ini harapkan dapat dilakukan studi lebih lanjut tentang bagaimana usaha-usaha untuk meminimalisir dampak pengaruh porositas terhadap nilai kuat tekannya.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":"67 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84736793","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 : 2020-12-22DOI: 10.22146/jfi.v24i3.57883
Imam Prayogi, Yanti Yulianti, Roniyus Marjunus
Telah dilakukan penelitian tentang desain inti teras reaktor (core) model mesh triangular pada reaktor CANDU menggunakan bahan bakar daur ulang thorium. Penelitian ini dilakukan dengan cara menentukan persentase bahan bakar yang memenuhi standar kekritisan, menentukan ukuran dan konfigurasi teras reaktor yang memenuuhi standar kekritisan selanjutnya menentukan distribusi rapat daya pada reaktor CANDU. Dari penelitian yang telah dilakukan didapatkan persentase bahan bakar yang digunakan yaitu pada bagian 1 dari pengayaan 4% - 8% dengan rentang 0,5% dan pada bagian 2 pengayaan tetap yaitu 8%. Didapatkan persentase bahan bakar yang memenuhi standar kekritisan yaitu pada persentase pengayaan bagian 1 sebesar 5,5% dan pengayaan bagian 2 sebesar 8% yang menghasilkan keff = 1,0000001. Selanjutnya didapatkan juga ukuran dan konfigurasi teras reaktor yaitu pada (x) 22 pada titik (y) 553,67873 cm dan pada (y) 11 pada titik (x) 553,67873 cm dengan menghasilkan nilai rapat daya maksimum yaitu 228,6517 Watt/cm3. Kemudian pada penelitian ini juga menghasilkan nilai rapat daya rata-rata yang diperoleh pada (x) sebesar 148,3590 Watt/cm3 dengan memiliki faktor puncak daya sebesar 1,541206 dan rapat daya rata-rata yang diperoleh pada (y) sebesar 153,1496 Watt/cm3 dan memiliki faktor puncak daya sebesar 1,492996.
{"title":"Desain Inti Teras Reaktor (Core) Model Mesh Triangular Pada Reaktor CANDU Menggunakan Bahan Bakar Daur Ulang Thorium","authors":"Imam Prayogi, Yanti Yulianti, Roniyus Marjunus","doi":"10.22146/jfi.v24i3.57883","DOIUrl":"https://doi.org/10.22146/jfi.v24i3.57883","url":null,"abstract":"Telah dilakukan penelitian tentang desain inti teras reaktor (core) model mesh triangular pada reaktor CANDU menggunakan bahan bakar daur ulang thorium. Penelitian ini dilakukan dengan cara menentukan persentase bahan bakar yang memenuhi standar kekritisan, menentukan ukuran dan konfigurasi teras reaktor yang memenuuhi standar kekritisan selanjutnya menentukan distribusi rapat daya pada reaktor CANDU. Dari penelitian yang telah dilakukan didapatkan persentase bahan bakar yang digunakan yaitu pada bagian 1 dari pengayaan 4% - 8% dengan rentang 0,5% dan pada bagian 2 pengayaan tetap yaitu 8%. Didapatkan persentase bahan bakar yang memenuhi standar kekritisan yaitu pada persentase pengayaan bagian 1 sebesar 5,5% dan pengayaan bagian 2 sebesar 8% yang menghasilkan keff = 1,0000001. Selanjutnya didapatkan juga ukuran dan konfigurasi teras reaktor yaitu pada (x) 22 pada titik (y) 553,67873 cm dan pada (y) 11 pada titik (x) 553,67873 cm dengan menghasilkan nilai rapat daya maksimum yaitu 228,6517 Watt/cm3. Kemudian pada penelitian ini juga menghasilkan nilai rapat daya rata-rata yang diperoleh pada (x) sebesar 148,3590 Watt/cm3 dengan memiliki faktor puncak daya sebesar 1,541206 dan rapat daya rata-rata yang diperoleh pada (y) sebesar 153,1496 Watt/cm3 dan memiliki faktor puncak daya sebesar 1,492996.","PeriodicalId":42020,"journal":{"name":"Jurnal Pendidikan Fisika Indonesia-Indonesian Journal of Physics Education","volume":"10 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78395829","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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