International Journal of Science and Applied Science: Conference Series
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Identify Students’ Concept Understanding Using Three-Tier Multiple Choice Questions (TTMCs) on Stoichiometry
Full text linkThe research addressed 1) to develop a three-tier test, 2) to identify students’ concept understanding in stoichiometry. The design of this research is descriptive. Cluster sampling technique with proportional measuring is used to collect 176 selected samples from three different schools. Analyses were conducted to check on content validity, empirical validity, discrimination index, and difficulty index. Findings of the pilot study showed that the content validity is in the range of 0.56 – 1.00 score. The empirical validity value was found to be appropriate and good enough with 28 out of 30 questions are valid with ttable 1.99, reliability is 0.47. Discrimination index was found to be appropriate with 3.57% question in excellent, 42.86% question in good, 42.86% question in fair, and 10.71% question in poor. Difficulty was found to be appropriate with 17.86% questions in convenient and 82.14% question in fair. Identification of students’ concept understanding using three-tier showed that 33.10% of students comprehend the concept correctly, 4.06% students are less understand the concept, 31.53% students are in misconception, 19.50% students did not comprehend the concept, and 11.81% students are guessing
Organizer of International Conference on Science and Applied Science (Engineering and Educational Science) 2016
Full text linkOrganizerGraduate Program, Physics Department, Sebelas Maret University, Indonesia Jl. Ir. Sutami 36A Kentingan Jebres Surakarta 57126, IndonesiaPhone/fax : 0271-669017 psw 308Email : [email protected]. Suparmi, M.Sc., Ph.D, Sebelas Maret University, Indonesia Dr. Fuad Anwar, S.Si.,M.Si, Sebelas Maret University, IndonesiaOrganizing CommitteeProf. Cari, M.A., M.Sc., PhD, Sebelas Maret University, IndonesiaAhmad Marzuki, S.Si., Ph.D., Sebelas Maret University, IndonesiaDr. Eng Budi Purnama, S.Si, M.Si., Sebelas Maret University, IndonesiaDr. Fahru Nurosyid, S.Si.M.Si., Sebelas Maret University, IndonesiaDrs. Harjana, M.Si. M.Sc., Ph.D, Sebelas Maret University, IndonesiaDr. Agus Supriyanto, S.Si,M.Si. Sebelas Maret University, IndonesiaDr. Yofentina Iriani, S.Si.,M.Si., Sebelas Maret University, IndonesiaDr.Eng. Risa Suryana, S.Si,M.Si., Sebelas Maret University, IndonesiaKhairuddin, S.Si.,M.Phil, Ph.D., Sebelas Maret University, IndonesiaDrs. Iwan Yahya, M.Si., Sebelas Maret University, IndonesiaMohtar Yunianto, S.Si,M.Si., Sebelas Maret University, IndonesiaNuryani,S.Si,M.Si, Ph.D., Sebelas Maret University, Indonesi
Brain based learning with contextual approach to mathematics achievement
Full text linkThe aim of this study was to know the effect of Brain Based Learning (BBL) with a contextual approach to mathematics achievement. BBL-contextual is the learning model that designed to develop and optimize the brain ability for getting a new concept and solving the real life problem. This study method was a quasi-experiment. The population was the junior high school students. The sample chosen by using stratified cluster random sampling. The sample was 109 students. The data collected through a mathematics achievement test that was given after the treatment. The data analyzed by using one way ANOVA. The results of the study showed that BBL-contextual is better than direct learning on mathematics achievement. It means BBL-contextual could be an effective and innovative model
The changing of oral argumentation process of grade XI students through Socratic dialogue
Full text linkArguments are one of the important purposes in the modern era of learning because it is the basic step to promote student’s critical thinking process and science literacy. Argumentation process can be trained through interactive dialogue that provides opportunities for students to argue. This research aims to change oral argumentation process in biology class of high school through the application of the Socratic Dialogue. The participants were students of grade XI science in one high school located in Surakarta, selected purposively. A classroom action research was done collaboratively between student teacher, lecturers, and teacher, follow the spiral cycles of research by Stephen Kemmis. During the implementation of research, the audio recorder has prepared to record the dialogue and arguments of the students. Next, data recorded that was converted to a dialogue transcript analyzed qualitatively using the Toulmin Argumentation Patterns (TAP). Another data source is teacher’s reflective diaries that contained notes during the learning process. The result shows that student’s oral argumentation process found were only claiming supported by weak warrants. Implementation of the Socratic Dialogue brings positive changes in oral argumentation process of the students, proven by the complete argumentation pattern include claims, data, warrants, backings, and rebuttals at the end of the research cycle. A classroom action research which is developed collaboratively and implement interactive dialogue also inquiry learning is highly recommended to change student’s oral argumentation process
Analysis of Junior High School Students’ Problem-solving Ability Reviewed from Self-regulated Learning
Full text linkProblem-solving ability in mathematics is a primary means to understand a problem and develop the students ' ability in solving a problem. Step in solving problems are categorized to understanding the problem, devising a plan, carrying out the plan and reflection. This research used a descriptive method aimed to identify the problem-solving ability among junior high school students and review from students self-regulated learning (SRL).The subjects of the research were taken by one student in each SRL category (high, medium, and low) which then given the problem-solving test and the result was triangulated by interview. Based on the research, it can be stated that the students with high self-regulation can solve a mathematical problem by applying first indicator, the second indicator, third indicator, but they cannot apply the fourth indicator. The students with medium self-regulation can apply the first indicator and second indicator while they are still having the problem in third indicator and fourth indicator. The students with low category self-regulation cannot apply all of those in solving the mathematical problem
International Conference on Science and Applied Science (Engineering and Educational Science) 2016 (ICSAS 2016)
Full text linkSyariah Hotel Solo Surakarta, Indonesia 19 November 2016 PrefaceInternational Conference on Science and Applied Science (Engineering and Educational Science) 2016 (ICSAS 2016) was held at the Syariah Hotel Solo, Surakarta, Indonesia on 19 November 2016. The ICSAS 2016 conference is aimed to bring together scholars, leading researchers and experts from diverse backgrounds and applications areas in Science. Special emphasis is placed on promoting interaction between the science theoretical, experimental, and education sciences, engineering so that a high level exchange in new and emerging areas within Mathematics, Chemistry, Physics, and Biology, all areas of sciences and applied mathematics and sciences is achieved.in ICSAS 2016, there are five keynote speaker from three different countries, while participants come from five different countries and divided in five parallel sessions All the paper that has been accepted for presentation in ICSAS 2016 are published online in Journal of Physics: Conference Series by IOP Publishing or in conference proceedings. The papers that do not qualify unacceptable in IOP publishing are published in conference proceedings International Journal of Science and Applied Science: Conference Series by Sebelas Maret University.It is an honour to present this volume of International Journal of Science and Applied Science: Conference Series and we deeply thank the authors for their enthusiastic and high-grade contribution. We would like to express our sincere gratitude to all in the Programming Committee who have reviewed the papers and developed a very interesting Conference Program, as well as thanking the invited and plenary speakers. Finally, we would like to thank the conference chairman, the members of the steering committee, the organizing committee, the organizing secretariat and the financial support from the Sebelas Maret University that allowed ICSAS 2016 to be a success.The Editor of the ICSAS 2016 Proceedings:Prof. Dra. Suparmi, M.A.,Ph.D Dr. Fuad Anwar, S.Si.,M.Si
Profile of Students Communication Skills on Global Warming and Pollution Subject Using Conference Assessment
Full text linkThis research purpose is to analyze the student’s communication skills using the conference assessment and student response of conference assessment implementation on global warming and pollution subject. The method used is descriptive. Participants included 34 students 11th grade in senior high school. Conference assessment applied through project based learning on global warming and pollution subject. Conference assessment consists of written conference using online access and oral conference in face-to-face classrooms. The conference was held in three sessions (project planning, project work, and project reflection). Students communication skills consist of five indicators based on 21st skills. The indicator was 1) articulate thoughts and ideas effectively; 2) listen effectively; 3) use communication for a range of purposes; 4) utilize multiple media and technologies; and 5) communicate effectively in diverse environments. The average score of communication skill skills categorized into three groups: high, medium and low. The data showed that three indicators in high categorized (83.09% in the second indicator during oral conference, 77.94% in the fourth indicator and 88.97% in the fifth indicator). And three indicators in medium categorized (64,71% in the first indicator, 56.62% in second indicator during written conference and 69.85% in the third indicator). Students showed a positive response to the implementation and results of conference assessment
Students’ Conceptual Change On Human Reproduction Concept Using Scientific Approach
Full text linkThis study aim was to describe students’ conceptual change and investigate the patterns of students’ conceptual change in human reproduction system concept through application scientific approach. The research method was weak experimental with one group pretest-post-test design and the number subject of this study were 34 students, 11th -grade students of SMAN 1 Indramayu. The instrument was three tier test which given at pretest and post-test. Data analyzed used qualitative and quantitative analysis. Qualitative analysis obtained through analyzed student answer then classified into category suitable. Quantitative analysis obtained through calculation N-gain value and one sample t test. The results showed mostly students had a misconception and lack of knowledge on all of the human reproduction concept. After a lesson, a conceptual change occurred, a percentage of students who have scientific concept increased from 27,74% to 79,23% and the average value of N-gain included into category medium (0,69). According to one sample t test, showed that there was a significant difference between post-test and minimum completeness criteria (KKM) value, 75 (amp. Sign 2 tailed = 0,048). Therefore, a scientific approach supported to build the concept. Furthermore, the analysis also showed students’ conceptual change patterns: changed to be positive, changed to be negative, still positive, and still negative. Pattern 4 (lack knowledge to be understanding a concept or changed to be positive) is the most which got 31,69%
Feasibility analysis of micro hydro plant at nawangan village of pacitan district
Full text linkNawangan Village of Pacitan District utilizes Kedung Pasang Micro Hydro Plant (MHP) as a power source, but the existing electricity power unable suffice the demand so it needs revitalization by calculating the new unit price and debit because of the previous reference already invalid. The problem is that the investment required for the construction of the MHP must provide benefits for a certain period. This study analyzed the ratio of power and energy potential of MHP with changes in pipe diameter and speed of existing turbines, and calculated the cost. The available power is currently at 112.5 kW and energy is 82150.66 kWh. The results of the analysis show that the power increase can be done up to 142,95 kW a year or equivalent 218%, the energy can be done up to 139.427 kWh a year, meanwhile the benefit is Rp44.566.169, increase Rp26.604.588,- from existing condition or equivalent 148,1% which is done by changing the diameter of penstock and the turbine. Economic analysis of Kedung Pasang MHP development plan shows NPV of Rp6.717.110,- that is greater than 0, the value of IRR is 11% greater than the interest rate set by Bank Negara Indonesia 46 of 10,25% and BCR value of 1,19 is greater than 1, thus the revitalization of Kedung Pasang MHP feasible to be implemented
Descriptive study of the kinds of questions asked by novice teacher on mathematics learning process
Full text linkThis study described the kinds of a question asked by novice teacher on mathematics learning process of senior high school. The data were collected by passive participation observation and a semi-structured interview. The validity of data was obtained through the triangulation of method, triangulation of time and member check. The data analysis technique used in this study is descriptive analysis. The result of this study showed that at the preliminary activity, the question asked by the novice teacher based on objective only compliance question. At the main activity, the novice teacher asked compliance question, prompting question, probing question and sometimes rhetorical question. The kind of questions based on the cognitive dimension of Revised Bloom’s Taxonomy that was asked by novice teacher only remembering question. At the main activity, the novice teacher asked the question of remember, understand, apply, analyse and evaluate. At the closing activity, the teacher does not ask the question based on objective and Revised Bloom’s Taxonomy.