Jurnal Riset dan Kajian Pendidikan Fisika
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Pengembangan media pembelajaran video stop motion materi fluida statis
Full text linkAbstrak. Penelitian dan pengembangan ini bertujuan untuk mengetahui kelayakan media pembelajaran video Stop Motion dalam pembelajaran fisika materi fluida statis berdasarkan penilaian ahli materi dan ahli media. Model pengembangan yang digunakan dalam penelitian ini adalah model ADDIE. Subyek Penelitian adalah peserta didik kelas XI SMA. Instrumen berupa angket respon peserta didik. Berdasarkan analisis data diperoleh: validasi kelayakan video Stop Motion oleh dosen ahli materi memperoleh skor 4,3 dalam kategori baik, sedangkan uji relibilitas menunjukkan percentage agreement sebesar 86,6 % (reliabel). Sedangkan hasil dari validasi kelayakan video Stop Motion oleh ahli media memperoleh skor 4,1 dalam kategori baik, sedangkan uji relibilitas menunjukkan percentage agreement sebesar 83,1 % (reliabel). Dapat disimpulkan bahwa video Stop Motion materi fluida statis sangat layak dan dapat digunakan sebagai alternatif media pembelajaran Fisika.Kata kunci: media pembelajaran, video stop motion, fluida statis Abstract. The research and development aim to determine the feasibility of Stop Motion video learning media. This study refers to the ADDIE development model. As the subject of the study were students of class XI of SMA. The instruments used in the study were student questionnaire responses. Based on the data analysis of the study obtained: the feasibility validation of stop motion video by material expert scored 4,3 in the very good category, while reliability testing showed a percentage agreement of 86.6%, (reliable); the results of the feasibility validation of stop motion video by media expert scored 4,1 in the very good category, while reliability testing showed a percentage agreement of 83.1%, (reliable). It can be concluded appropriately and can be used as an alternative to Physics Learning Media.Keywords: learning media, stop motion video, static fluid
Posisi matahari pada saat ekuinoks, summer solstice, dan winter solstice di observatorium ilmu falak Universitas Muhammadiyah Sumatera Utara
Full text linkAbstrak. Selama satu tahun, Matahari tidak selalu berada di daerah khatulistiwa, namun terkadang berada di daerah utara khatulistiwa serta daerah selatan khatulistiwa. Kedudukan Matahari di khatulistiwa disebut ekuinoks, kedudukan Matahari saat berada di titik terjauh di utara dari khatulistiwa disebut solstis musim panas (summer solstice), kedudukan Matahari saat berada di titik terjauh di selatan dari khatulistiwa disebut solstis musim dingin (winter solstice). Matahari di Observatorium Ilmu Falak Universitas Muhammadiyah Sumatera Utara menunjukkan posisi yang berbeda saat ekuinoks, summer soltice, dan winter solstice. Matahari terbit di arah timur dan terbenam di arah barat hanya terjadi pada saat ekuinoks. Meskipun saat ekuinoks, namun Matahari tidak dapat menunjukk arah timur dan barat sepanjang hari. Hal ini disebabkan pergerakan Matahari tidak tegak lurus terhadap horizon melainkan miring sesuai dengan lintang tempat.Kata kunci: summer sosltice, winter sosltice, ekuinoksAbstract. During one year, the Sun is not always in the equator, but sometimes it is in the north of the equator and the south of the equator. The position of the Sun at the equator is called the equinox, the position of the Sun when it is at its farthest point north of the equator is called the summer solstice, the position of the Sun when it is at the farthest point south of the equator is called the winter solstice. The Sun at Obervatorium Ilmu Falak Universitas Muhammadiyah Sumatera Utara shows a different position during the equinox, summer solstice, and winter solstice. The sun rises in the east and sets in the west only at the equinox. Even at the equinox, the Sun can't show east and west all day. This is due to the movement of the Sun not perpendicular to the horizon but tilted in accordance with the latitude of the place.Keywords: summer sosltice, winter sosltice, equino
Pengaruh model REACT berbantuan virtual laboratory terhadap pemahaman konsep pada materi dinamika rotasi dan kesetimbangan benda tegar
Full text linkAbstrak. Penelitian ini dilatar belakangi oleh Skor TIMSS bidang fisika Indonesia sangat rendah dan berada di bawah rata-rata internasional, hal tersebut disebabkan karena pembelajaran fisika di Indonesia kurang merangsang dan kurang dapat meningkatkan kemampuan tingkat tinggi. Maka masalah pokok yang akan dicari pemecahannya melalui penelitian ini adalah perbedaan pemahaman konsep antara kelompok peserta didik yang belajar mengunakan model pembelajaran REACT berbantuan virtual laboratory, peserta didik yang belajar menggunakan model pembelajaran REACT dan model pembelajaran konvensional. Tujuan penulisan ini adalah mendeskripsikan pengaruh model REACT berbantuan virtual laboratory terhadap pemahaman konsep. Metode yang digunakan yaitu studi kepustakaan. Jadi, dapat disimpulkan model pembelajaran REACT dengan berbantuan virtual laboratory akan meningkatkan pemahaman konsep pada materi kesetimbangan benda tegar.Kata kunci: REACT, Virtual laboratory Abstract. This research is motivated by the TIMSS score in the Indonesian physics field which is very low and below the international average, this is because learning physics in Indonesia is less stimulating and less able to improve high-level skills. Then the main problem that will be solved through this research is the difference in concept understanding between groups of students who learn to use REACT learning models assisted by virtual laboratories, students who learn to use REACT learning models, and conventional learning models. The purpose of this paper is to describe the effect of a virtual laboratory-assisted REACT model on understanding concepts. The method used is a literature study. So, it can be concluded that the REACT learning model with the assistance of a virtual laboratory will increase the understanding of concepts in the equilibrium of rigid bodies.Keywords: REACT, Virtual laborator
Penerapan visual basic for application spreadsheet excel untuk simulasi konsep motor listrik tiga fasa dan aplikasinya sebagai media pembelajaran
Full text linkAbstrak. Penelitian ini merupakan studi yang bertujuan untuk: (1) membuat simulasi motor listrik tiga fasa dengan menggunakan Spreadsheet Excel; (2) mengetahui aplikasi Spreadsheet Excel pada media pembelajaran. Penelitian ini menggunakan VBA Spreadsheet Excel 2013 yang terdapat pada laptop. Semua tahapan penelitian dilakukan sepenuhnya di Laboratorium Komputer Pendidikan Fisika. Data hasil, terdapat beberapa hal yang menjadi catatan penting: (1) simulasi yang telah dibuat menggunakan Visual Basic for Application Spreadsheet Excel dapat menyesuaikan dengan keadaan nyata yang terjadi pada simulasi motor listrik tiga fasa dengan mengubah data parameter dan fungsi yang diasumsikan sesuai dengan keadaan yang sebenarnya, serta Macro VBA Excel sangat berguna untuk memberi tombol perintah pada cell yang datanya ingin kita ubah, sehingga dapat memberi kesan visual pada grafik yang telah dibuat; (2) berdasarkan hasil uji simulasi dapat dikatakan bahwa pembuatan simulasi motor listrik tiga fasa sebagai media pembelajaran dengan menggunakan fitur spreadsheets dan macro VBA dalam Ms. Excel dapat digunakan untuk mensimulasikan sebuah kasus yang berkaitan dengan motor listrik tiga fasa yang diberi arus akan timbul medan magnet yang dapat memutar rotor dan dapat menganalisis perubahan posisi setiap fasa pada motor listrik tiga fasa.Kata kunci: Media pembelajaran, VBA for spreadsheet excel, simulasi motor listik tiga fasa Abstract. This research is a study that aims to: (1) simulate a three-phase electric motor using an Excel spreadsheet; (2) knowing the Excel Spreadsheet application on learning media. This study uses the VBA Excel 2013 Spreadsheet found on a laptop. All stages of research are carried out entirely in the Physics Education Computer Laboratory. The result data, several things are important notes: (1) simulations that have been made using the Visual Basic for Application Excel Spreadsheet can adjust to the real situation that occurs in the simulation of a three-phase electric motor by changing the parameter data and assumed functions according to the circumstances actually, as well as Excel VBA Macros are very useful for giving command buttons to cells whose data we want to change, so that it can give a visual impression to the graph that has been created; (2) based on the simulation test results it can be said that the manufacture of a three-phase electric motor simulation as a learning medium using the spreadsheets and macro VBA features in Ms. Excel can be used to simulate a case related to a three-phase electric motor that is given a current, a magnetic field will arise that can rotate the rotor and can analyze changes in the position of each phase in a three-phase electric motor.Keywords: learning media, VBA for excel spreadsheet, three phase electric motor simulatio
Identification of students' science process skills in Basic Physics Practicum II in using e-module
Full text linkGood science process skills demonstrated by the attitude of students in conducting experiments in the laboratory. This study aims to determine the mastery of science process skills of students of Physics Education in Universitas Jambi, both students who use the printed Guidebook and students who use the e-module as guide in practicum activities by reviewing eight aspects of integrated science process skills. This study uses a quantitative approach with experimental research methods, namely true experimental. In the study sample used was a student of Physics Education were divided into two groups, 35 students for experiment class and 30 students for control class. Assessment instruments used were observation sheet science process skills with a score of skills used in the form of Likert scale. Based on the analysis score mastery of integrated science process skills of students in the experimental class, operationally defining variables have the highest percentage of 51.4% to the category of very good, whereas in the control class, analyzing aspects of investigations has the highest percentage of 53.3% with a good category.Keywords: college, integrated science process skills, practicum, reflection on a flat mirro
Studi penggunaan PhET Interactive Simulations dalam pembelajaran fisika
Full text linkAbstrak. Artikel ini bertujuan untuk menjelaskan pengunaan PhET Interactive Simulations sebagai pendukung maupun penganti laboratorium real dalam pembelajaran fisika. Adapun topik yang diangkat meliputi apa itu PhET interactive simulation, kegunaan PhET interactive simulation dalam pembelajaran fisika dan pengaruh pengunaan Phet Interactive Simulation dalam pembelajaran fisika dibanding laboratorium Real. Analisis data dilakukan dengan meeduksi data berdasarkan pertanyaan penelitian dan kemudian dilakukan pengkodean sesuai kebutuhan. Berdasarkan hasil studi literatur didapatkan bahwa PhET merupakan sebuah simulasi yang dikembangkan oleh Universitas Colorado yang difokuskan pada pembelajaran fisika yang menekankan korespondensi antara fenomena nyata dan simulasi komputer kemudian menyajikannya dalam model-model konseptual fisis yang mudah dimengerti oleh para peserta didik. Simulasi ini dapat membantu peserta didik maupun peserta didik dalam mengenal topik baru, membangun konsep atau skill, memperkuat ide, menyediakan hasil akhir dan refleksi serta menyediakan visualisasi umum antara peserta didik dan guru. Selain itu juga hasil dari beberapa penelitian menunjukkan bahwa pengunaan PhET memberikan pengaruh yang berbeda dari segi penguasaan konsep, hasil belajar dan kemampuan pemecahan masalah peserta didik, karena PhET dapat menjelaskan konsep yang abstrak dan dalam pengunaannya tidak memerlukan waktu yang banyak.Kata kunci: PhET, Pembelajaran Fisika Abstract. This article aims to explain the use of PhET Interactive Simulations as supporters and substitutes for real laboratories in learning physics. The topics raised include what is PhET interactive simulation, the use of PhET interactive simulation in learning physics and the effect of using Phet Interactive Simulation in learning physics compared to the Real laboratory. Data analysis was performed by reducing data based on research questions and then coding them as needed. Based on the results of the literature study it was found that PhET is a simulation developed by the University of Colorado that is focused on learning physics that emphasizes the correspondence between real phenomena and computer simulations and then presents it in physical conceptual models that are easily understood by students. This simulation can help students and students recognize new topics, develop concepts or skills, strengthen ideas, provide final results and reflections and provide general visualization between students and teachers. In addition, the results of several studies indicate that the use of PhET gives different effects in terms of mastery of concepts, learning outcomes and students' problem solving abilities, because PhET can explain abstract concepts and their use does not require a lot of time.Keywords: PhET, physics learnin
Pengembangan modul komputasi fisika untuk mahasiswa jurusan kependidikan
Full text linkTelah dilakukan pengembangan berupa modul petunjuk praktikum komputasi fisika yang ditujukan khusus untuk mahasiswa jurusan kependidikan. Modul ini hadir sebagai jawaban atas rumusan capaian pembelajaran yang dilakukan oleh Physical Society of Indonesia (PSI). Selain itu, modul ini juga sebagai bahan sumber belajar khususnya untuk mata kuliah komputasi fisika pada jurusan kependidikan. Modul ini dikembangkan berdasarkan hasil adaptasi model pengembangan Borg and Gall, Dick and Carey, serta Allessi and Trollip, hanya saja tahapan yang dilakukan hanya sampai tahap keenam. Hasil validasi oleh ahli materi menempatkan modul ini dalam kategori baik, sedangkan ahli media mengkategorikan nilai untuk modul ini sangat baik. Dalam rangka melihat respon pengguna, modul ini telah diujicobakan dengan skala terbatas kepada beberapa mahasiswa menggunakan instrumen USE Questionnaire. Pengguna menilai bahwa modul ini sangat baik dan layak untuk digunakan dalam perkuliahan komputasi fisika.The development has been carried out consisting of modules on computational physics practicum intended specifically for students majoring in education. This module is present as an answer to the formulation of learning outcomes carried out by the Physical Society of Indonesia (PSI). In addition, this module is also a special learning resource for physics compatibility courses in the education department. This module was developed based on the adaptation model of Borg and Gall, Dick and Carey's development, and Allessi and Trollip, except that the development was carried out only until the sixth drunk. The results of the validation by the material expert put this module in a good category, while the media experts categorized the values for this module very well. In order to look at user responses, this module has been approved to try with a limited scale for some students using the USE Questionnaire instrument. Users consider this title very good and worthy of being used in computational physics lectures. Kata kunci: modul komputasi fisika, modul praktiku
Pengembangan lembar kegiatan peserta didik berbasis Thinking Actively in Social Context (TASC) untuk meningkatkan kemampuan mencipta pada peserta didik SMA
Full text linkTelah dikembangkan LKPD berbasis Thinking Actively in Social Context (TASC) untuk mengetahui kelayakannya terhadap kemampuan mencipta peserta didik. Jenis penelitian pengembangan ini mengacu model ADDIE. Penelitian dilaksanakan di SMA Negeri 1 Purworejo. Hasil analisis data yaitu: (1) Validasi LKPD berbasis TASC dari tiga validator mendapatkan 3,45 dengan kategori cukup baik dan uji reliabilitas sebesar 81% dengan kategori reliabel. (2) Tanggapan peserta didik terhadap LKPD berbasis TASC ada uji coba terbatas dalam kategori sangat baik dengan persentase 84% dan uji coba luas 78% dengan kategori baik. (3) Peningkatan kemampuan mencipta pada peserta didik tinggi, hal ini ditunjukkan dari besarnya nilai normal gain 0,70. Berdasar data di atas, LKPD berbasis TASC dapat digunakan sebagai alternatif bahan ajar Fisika di SMA.It has been developed based on Thinking Actively in Social Context (TASC) LKPD to determine the feasibility of students' ability to create. This type of development research refers to the ADDIE model. The study was carried out at 1 Public High School Purworejo. The results of data analysis are: (1) Validation of TASC-based LKPD from three validators to get 3.45 with a fairly good category and a reliability test of 81% with a reliable category. (2) The response of students to the TASC-based LKPD is that there are very good limited trials with a percentage of 84% and a broad trial of 78% with good categories. (3) Increasing the ability to create in high students, this is indicated by the magnitude of the normal value of gain of 0.70. Based on the data above, TASC-based LKPDs that are feasible are can used as an alternative teaching material for highschool Physics learning Kata kunci: Lembar Kegiatan Peserta Didik, Thinking Actively in Social Context (TASC), Kemampuan Mencipt
Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia
Full text linkThis study aims to map the metacognitive awareness profile of students. Respondents involved were 198 students (24% male and 76% female) who were spread in Grade X and XI Science. Respondents were selected using convenience sampling techniques at SMAN 2 Bantul in 2018/2019 Academic Year. Students' metacognitive awareness data were collected using the Jr. MAI developed by Kim et al. Students' metacognitive awareness data were analyzed descriptively and quantitatively. Results showed that female were more dominant having metacognitive awareness than male students. Overall, students already have good metacognitive awareness in knowledge and regulation aspects. Students' metacognitive knowledge were dominant distributed in Good (class X) and Very Good (class XI) category. While the Students' metacognitive regulations were dominant distributed in the Good category (class X and XI). The results of this study are expected to be used as a teacher's reference in designing effective teaching strategies to improve student academic achievement.Keywords: metacognitive awareness, metacognitive mapping, metacognitive profile, metacognitive student
Pemanfaatan Siter, Kendang, Saron, Kenong, dan Gender sebagai media pembelajaran fisika
Full text linkTelah dilakukan kajian mengenai pemanfaatan siter, kendang, kenong, saron, dan gender dalam gamelan sebgai media pembelajaran fisika. Tujuan dari kajian ini adalah untuk mengetahui konsep apa saja yang bisa diajarkan menggunakan media pembelajaran gamelan dan bagaimana caranya. Metode yang digunakan adalah dengan studi pustaka dan pandalaman. Hasilnya adalah a) Siter dapat digunakan untuk menjelaskan konsep getaran, tinggi rendah bunyi dan hubungan panjang tali dengan frekuensi bunyi. Frekuensi bunyi diukur menggunakan aplikasi sound analyser free, b) Kendang dapat digunakan untuk menjelaskan konsep bunyi berasal dari getaran melalui eksperimen dengan menaburkan beras diatasnya, c) Saron dan kenong dapt digunakan untuk menjelaskan tinggi-rendah dan kuat lemah bunyi dengan memukul pada nada berbeda untuk mengajarkan tinggi rendah bunyi dan mengatur tinggi rendahnya pemukul untuk mengajarkan kuat lemah bunyi, d) Gender dapat digunakan untuk menjelaskan resonansi bunyi pada pipa organa tertutup dengan mengukur kedalaman dari kolom di bawah bilah logam dan mencatat frekuensinya.Studies have been carried out regarding the use of siter, kendang, kenong, saron, and gender in gamelan as a medium for learning physics. The purpose of this study is to find out what concepts can be taught using gamelan learning media and how. The method used is by literature study. The result is a). "Siter" can be used to explain the concept of vibration, high low sound and the relationship of the length of the rope to the sound frequency. Sound frequency is measured using the sound analyzer free application, b). "Kendang" can be used to explain the concept of sound originating from vibrations through experiments with sprinkling rice on it, c). "Saron" and "kenong" can be used to explain the high and low weak sound by hitting on a different tone to teach high low sound and set the height of the paddle to teach strong weak sound, d). "Gender" can be used to explain sound resonance in a closed organ pipe by measuring the depth of the column under the metal blade and recording its frequency. Kata kunci: gamelan, pembelajaran fisika, getaran, buny