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SOLUSI PERSAMAAN SCHRODINGER D-DIMENSI UNTUK POTENSIAL NON SENTRAL SHAPE INVARIANT DENGAN METODE NIKIFOROV-UVAROV
Get PDFThis research’s aim are to determine energy spectra and wave function of
Schrodinger Equation in D-Dimensions for non central shape invariant potentials,
that is, Scarf hyperbolic plus non central Poschl-Teller potential and Scarf
trigonometric plus non central Rosen-Morse potential with Nikivarof-Uvarov
method. Nikivarof-Uvarov method are the method for solving a second order of
differential equation which transform that equation into hypergeometric equation
using a correct subtitution of variable.
Research was done through a literature studies to solve the Schrodinger
equation D-Dimensions analitically for Scarf hyperbolic plus non central Poschl-
Teller potential and Scarf trigonometric plus non central Rosen-Morse potential.
Energy spectra and wave function obtained by Nikivarof-Uvarov method. After
obtaining energy levels and compared with the other methods in the special
conditions, the wave function can be obtained by Nikivarof-Uvarov method.
Energy spectra of the Scarf hyperbolic plus non-central Poschl Teller
potential and Scarf trigonometric plus non-central Rosen Morse potential on DDimensions
which obtained by Nikiforov-Uvarof methods have a results
consistently with previous research on special condition. Energy spectra and wave
functions of both combination of potentials are determined approximately for the
value of orbital quantum number l ≠ 0.
Keywords: Schrodinger Equation in D-Dimensions, Non Central Shape Invariant
Potentials, and Nikivarof-Uvarov Method
Pembelajaran Fisika dengan Model Problem Based Learning (PBL) Menggunakan Metode Proyek dan Inkuiri Terbimbing Ditinjau dari Kreativitas dan Keterampilan Proses Sains Siswa (Studi Kasus pada Pembelajaran Fisika Materi Fluida Statis Kelas XII Semester 2 di SMA Negeri 1 Papar Kediri Tahun Pelajaran 2011/2012)
Get PDFABSTRACT
A research that aims to determine the differences in learning achievements between students who are taught by PBL with guided-inquiry method and project method, creativity, and science process skills, and it’s interactions.
Research was conducted in SMA Negeri 1 Papar Kediri with topic static fluid class XI IA semester 2 in academic year 2011/2012. The population of reasearch are all students of class XI IA and samples of 2 classes were taken with random cluster sampling method. Test of the hypothesis using three-way ANOVA to study cognitive and psychomotor learning achievements. For the affective learning achievement, the hypothesis was tested by Kruskal-Wallis one way ANOVA because the data are not normally distributed.
According analyzed results, obtained: there are differences in students cognitive achievement with guided inquiry and project methods; there are differences in affective student achievement with high and low creativity; there are differences in cognitive, psychomotor, and affective student achievement with high and low science process skills; there are interactions between learning methods and creativity with affective achievement; there are interactions between learning methods and creativity with psychomotor and affective achievement; there are interaction between creativity and science process skills with affective achievement; and there are interactions between learning methods, creativity, and science process skills with cognitive and affective achievement.
Keywords: guided-inquiry method, project method, creativity, science process skills.
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The Implementation of Education Unit Curriculum in Special Condition in Physics Lessons at SMAN 18 Surabaya
No full textThe COVID-19 pandemic has caused many changes in all aspects of life, including education, which continues to be implemented through a limited online learning system. This limitation underlies the emergence of relevant alternative curricula to simplify the revised 2013 curriculum. This study aims to analyze the implementation of the Education Unit Curriculum in Special Conditions in high school physics subjects and students' responses to the simplification. The method used is a mixed-method using the Explanatory Factor Analysis (EFA) technique with the Kaiser-Meyer-Olkin (KMO) test to determine the instrument's validity and the Cronbach Alpha test to determine the reliability of the instrument. Qualitative descriptive analysis was also carried out from interviews with students, teachers, and students. The factor analysis results using the Kaiser-Meyer-Olkin (KMO) test and the Cronbach Alpha test showed that the instrument was valid and reliable so that it could be used in research. The questionnaire and interview analysis results showed that the curriculum of the education unit under special conditions had been implemented well. This can be seen from the number of students during hybrid learning and the reduction in learning time. However, according to respondents, the essential competencies used are not simplified to maintain the quality of student competencies. Based on the analysis results, it can be concluded that the Implementation of the Education Unit Curriculum in Special Conditions has been carried out well. Students, teachers, and students support the implementation of the Education Unit Curriculum in Special Conditions during online learning or hybrid learning while still using the essential competencies in the Revised 2013 Curriculum.
Keywords: Education unit curriculum in particular conditions, revised 2013 curriculum, high school physics learningPandemi covid-19 menyebabkan banyak perubahan pada seluruh aspek kehidupan termasuk pendidikan yang tetap terlaksana melalui sistem pembelajaran online yang bersifat terbatas. Keterbatasan ini mendasari munculnya alternatif kurikulum yang relevan berupa penyederhanaan kurikulum 2013 revisi. Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Satuan Pendidikan Dalam Kondisi Khusus pada mata pelajaran fisika SMA serta respon peserta didik, guru, dan mahasiswa terhadap penyederhanaan tersebut. Metode yang digunakan adalah mixed method menggunakan teknik Explanatory Factor Analysis (EFA) dengan uji Kaiser-Meyer-Olkin (KMO) untuk mengetahui kevalidan instrumen serta uji Cronbach Alpha untuk mengetahui reliabilitas instrumen. Analisis deskriptif kualitatif juga dilakukan dari hasil wawancara peserta didik, guru, dan mahasiswa. Hasil analisis faktor dengan uji Kaiser-Meyer-Olkin (KMO) dan uji Cronbach Alpha menunjukkan bahwa instrumen telah valid dan reliabel sehingga dapat digunakan dalam penelitian. Hasil analisis angket dan wawancara menunjukkan bahwa kurikulum satuan pendidikan dalam kondisi khusus telah terlaksana dengan baik. Hal ini dilihat dari kuantitas peserta didik saat pembelajaran hybrid dan reduksi waktu pembelajaran, akan tetapi menurut responden kompetensi dasar yang digunakan dianggap tidak perlu disederhanakan untuk mempertahankan kualitas kompetensi peserta didik. Berdasarkan hasil analisis, dapat disimpulkan bahwa Implementasi Kurikulum Satuan Pendidikan Dalam Kondisi Khusus telah terlaksana dengan baik. Peserta didik, guru, dan mahasiswa mendukung implementasi Kurikulum Satuan Pendidikan Dalam Kondisi Khusus selama pembelajaran online atau hybrid learning dilaksanakan dengan tetap menggunakan kompetensi dasar pada Kurikulum 2013 Revisi.
Kata kunci: Kurikulum satuan pendidikan dalam kondisi khusus, kurikulum 2013 revisi, pembelajaran fisika SM
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The Influence of the Argument-Driven Inquiry Learning Model in Physics Learning with the STEAM Approach on the Scientific Argumentation Ability
Get PDFArgument-driven Inquiry (ADI) is a laboratory-based learning model in which students can be involved in argumentation activities to increase understanding and practice argumentation skills. This research aims to analyze the influence of Argument-Driven Inquiry in physics learning using the STEAM approach on students' scientific argumentation abilities. This research design uses a pretest and posttest control group design. This research used two class groups: the experimental and control classes. Data obtained through pretest and posttest were tested using SPSS. This research shows that argument-driven inquiry in physics learning with the STEAM approach influences students' scientific argumentation abilities. After implementing the learning, scientific argumentation skills are at level 2.
Keywords: Argument-Driven Inquiry, Scientific Argumentation, STEAM ApproachArgument Driven Inquiry (ADI) merupakan model pembelajaran berbasis laboratorium, peserta didik dapat terlibat dalam kegiatan argumentasi sehingga dapat meningkatkan pemahaman dan melatihkan kemampuan argumentasi. Penelitian ini bertujuan untuk menganalisis pengaruh Argument Driven Inquiry dalam pembelajaran fisika dengan pendekatan STEAM terhadap kemampuan argumentasi ilmiah peserta didik. Jenis penelitian yang digunakan adalah control group pretest posttest. Sampel dalam penelitian ini sebanyak 78 orang. Hasil penelitian ini adalah terdapat pengaruh Argument Driven Inquiry dalam pembelajaran fisika dengan pendekatan STEAM terhadap kemampuan argumentasi ilmiah peserta didik. Setelah diterapkan pembelajaran kemampuan argumentasi ilmiah berada pada level 2.
Kata Kunci : Argument Driven Inquiry, Argumentasi Ilmiah, Pendekatan STEA
A Perspective Analysis of Students, Teachers and Physics Teachers Candidates about Asesmen Kompetensi Minimum (AKM)
No full textAsesmen Kompetensi Minimum (AKM) is one device used to measure students' ability. This study aims to tell students, teachers and physics teachers candidates about AKM. This study used a mixed method design at SMAN 17 Surabaya and Universitas Negeri Surabaya by giving questionnaires and interviews. The study was implemented from November 25 to December 7 2021, with 103 respondents. The quantitative data analysis technique used Kaiser-Meyer-Olkin (KMO) and Bartlett's test include Cronbach's Alpha Coefficient test, while the data qualitative used reduction, presentation and conclusion. Based on the results of the analysis of research data obtained on the Kaiser-Meyer-Olkin test (KMO) and Bartlett's of 0,691 and 0,584, while in Cronbach's Alpha Coefficient of 0,782 and 0,752. Thus this study is valid and reliable. The perspectives of students, teachers and physics teachers candidates agree with implementing the AKM as a substitute for the National Examination. Respondents stated that the AKM was more complex than the National Examination. However, the AKM cannot be used as a graduation requirement and a reference basis for formulating education in Indonesia because it is still being implemented. Need some preparation before implementation of AKM, such as guiding students. AKM can be integrated into physics learning. In this case, physical theory is associated with everyday life. Research that discusses the results of AKM implementation is a little bit. Based on the results of the research can be concluded that students, teachers and physics teachers candidates disagree with the AKM as the basis for reference and graduation requirements. Physics problems can be used as an AKM associated with the environment. Research related to the results of AKM implementation is not too much, so the research needs to follow up.
Keywords: Asesmen Kompetensi Minimum, perspective, students teachers and physics teachers candidate
PENCITRAAN RUPTURE GEMPABUMI DI LOMBOK TIMUR MW 6,9 PADA 19 AGUSTUS 2018 DENGAN METODE BACK PROJECTION: Keywords: Earthquake Rupture, Back Projection, Teleseismic Earthquake, Flores Back-Arc Thrust.
Get PDFPeningkatan Pemahaman Materi Kuantisasi Besaran Fisis pada Calon Guru Fisika menggunakan Metode Diskusi Kelas dan Scaffolding
Get PDFPhysical quantities quantization is an essential subject in Quantum Physics. The topic used as a bridge and a starting point of the revolution of physical thinking into the real Quantum Physics. This study aims to determine the application of discussion methods to enhance the learning outcomes of physics education students on the topic of quantization of physical quantities. This research conducted at the Physics Department, Universitas Negeri Surabaya on the subject of Quantum Physics. This research is a Classroom Action Research with research object is students of Physics Education B 2012 and students who programmed Quantum Physics course in academic year 2014/2015. The study conducted with two cycles. In the first cycle, the learning outcomes are 63.6%. The cycle is continued until the learning outcomes more than 75%, that is, in the second cycle is 79.4%. The main difference between cycle 1 and cycle 2 is the presence of scaffolding by lecturers in the second cycle. Scaffolding was given in the form of helping questions so that the students can explain the concept of the material being taught and the discussion process can run better.
Kuantisasi besaran fisis merupakan materi penting dalam Fisika kuantum. Topiknya merupakan jembatan dan titik awal revolusi pemikiran Fisis dikenalnya Fisika Kuantum. Penelitian ini bertujuan untuk mengetahui penerapan metode diskusi untuk meningkatkan hasil belajar mahasiswa pendidikan fisika pada materi kuantisasi besaran fisis. Penelitian ini dilakukan di Jurusan Fisika Universitas Negeri Surabaya pada matakuliah Fisika Kuantum khususnya materi Kuantisasi Besaran Fisis. Penelitian ini merupakan Penelitian Tindakan Kelas dengan obyek penelitian mahasiswa Pendidikan Fisika B 2012 dan/atau mahasiswa yang memprogam matakuliah Fisika Kuantum pada tahun ajaran 2014/2015. Penelitian dilakukan dengan 2 siklus. Pada siklus pertama, hasil belajar mahasiswa sebesar 63,6%. Siklus dilanjutkan hingga hasil belajar mahasiswa lebih dari 75% yakni pada siklus kedua sebesar 79,4%. Perbedaan utama dari siklus 1 dan siklus 2 adalah adanya scaffolding oleh dosen di siklus kedua. Scaffolding yang diberikan berupa pertanyaan-pertanyaan bantuan agar mahasiswa mampu menjelaskan konsep materi yang diajarkan dan proses diskusi dapat berjalan dengan lebih baik
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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