Articles
<![CDATA[SEBUAH KRITIK: ANIMASI FISIKA YANG TIDAK SESUAI FISIKA ]]>
<![CDATA[Wahyu Hari Kristiyanto]]>
<![CDATA[ Berkala Fisika Indonesia : Jurnal Ilmiah Fisika, Pembelajaran dan Aplikasinya Vol 8, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/bfi-jifpa.v8i2.5090
<![CDATA[Animasi komputer untuk pembelajaran fisika sangat diminati peserta didik maupun pendidik. Namun demikian, beberapa animasi fisika ternyata mengabaikan kebenaran konsep fisika. Sampel penelitian ini adalah sebuah animasi komersial dan sebuah animasi nonkomersial. Hasil penelitian menunjukkan bahwa animasi komersial pada waktu tayang 0:11:26 menampilkan animasi gerak roller coaster yang bergerak dengan kelajuan tetap ketika melewati lintasan lingkaran, padahal menurut konsep mekanika semestinya gerak roller coaster tersebut bertambah cepat ketika bergerak turun hingga mencapai kelajuan maksimum ketika berada pada titik terendah dan semakin lambat ketika bergerak ke atas hingga mencapai kelajuan minimum ketika berada di puncak; pada animasi waktu tayang 0:18:26 didapatkan animasi yang menampilkan penggambaran komponen-komponen vektor gaya normal ke arah sumbu-x dan sumbu-y, kemudian ditampilkan penggambaran vektor gaya normal yang tegak lurus terhadap permukaan bidang miring, padahal semestinya animasi menampilkan penggambaran vektor gaya normal yang tegak lurus terhadap permukaan bidang, kemudian ditampilkan penggambaran komponen-komponennya ke arah sumbu-x dan y. Pada animasi nonkomersial didapatkan bahwa benda jatuh ke bawah ditampilkan memiliki kecepatan tetap, semestinya benda akan bergerak dipercepat sebesar percepatan gravitasi. Kesalahan-kesalahan serupa masih banyak ditemukan pada animasi-animasi tersebut. Penelitian ini juga menampilkan contoh langkah-langkah pembuatan animasi fisika agar sesuai dengan konsep fisika melalui Adobe Flash MX. Temuan dari penelitian ini diharapkan dapat menjadi acuan untuk animator-animator agar memperhatikan konsep fisika ketika membuat animasi serta untuk pengguna agar mencermati kebenaran konsepnya.]]>
<![CDATA[Thinking Process Profile of Senior High School Students in Physics Problem-Solving: Terms of Differences in Emotional Intelligence Levels and Gender ]]>
<![CDATA[Binar Kurnia Prahani]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>;
<![CDATA[Joko Siswanto]]>;
<![CDATA[Budiyono Saputro]]>;
<![CDATA[Husni Mubarok]]>
<![CDATA[ Berkala Ilmiah Pendidikan Fisika Vol 9, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/bipf.v9i3.10659
<![CDATA[This literature study aims to obtain the thinking process profile of senior high school students in physics problem-solving based on differences in emotional intelligence levels and gender. In this study used literature study method with phenomenological analysis, functionalism analysis, and critical analysis. The sources used to compile this article include some literature on emotional intelligence, gender effect, thinking process, problem-solving, and several empirical study on students in physics problem-solving, especially in senior high school. The authors summed up the conclusions based on the results of the literature study as follows: (1) The profile of the thinking process is influenced by emotional intelligence level and gender; (2) Emotional intelligence is directly proportional to the thinking process of students in the process of solving physics problems; (3) Students who have high emotional intelligence are more likely to have high physics problem-solving skills; (4) Gender differences (male and female) in solving physics problems, generally, are still debatable, in which sense is it better? Then it further research needs that is valid and reliable to answer this question. (5) There is a strong tendency that the male gender is more resilient in dealing with and solving complex physics problems; (6) The gender of female students is superior in solving physics problems that require very high detail. The main implication of this article is to obtain the thinking process profile of senior high school students in physics problem-solving based on terms of differences in emotional intelligence levels and gender. ]]>
<![CDATA[Prototype of sliding whiteboard as physics learning media based on thinking processed review ]]>
<![CDATA[Marthen Billy Jesajas]]>;
<![CDATA[Ferdy Semuel Rondonuwu]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>
<![CDATA[ Journal of Science and Science Education Vol 2 No 1 (2018): JoSSE Vol. 2 No. 1 (May 2018) ]]>
Publisher : <![CDATA[Faculty of Science and Mathematics, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/josse.v2i1p7-11
<![CDATA[Whiteboard is one of the learning medias used by the teacher in classroom. It has a great role in physics teaching and learning process. As media of learning, a whiteboard also has an important role in students’ thinking process. This paper discussed about the design of sliding whiteboard based on students’ assimilation of thinking in information processing that written on the whiteboard. The result of sliding whiteboard designs served as a prototype. The prototype was made from 10 cm x 18 cm plywood and rope as a slider. This prototype is expected to became an alternative model in addition to fix stage or theater seat model. In addition, the whiteboard sliding model will be accompanied by a module and user manual. Impact of the prototype on student learning was discussed.]]>
<![CDATA[Students' understanding of plant classification using the PLANTA-FUN card game media ]]>
<![CDATA[Debora Kristiani Rahardjo]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>;
<![CDATA[Sri Kasmiyati]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 9, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v9i3.20535
<![CDATA[UNO card game-based learning media have been developed with various modifications. Therefore, there is a need for studies that describe the role and meaning of the symbols used in UNO card media on students' understanding. The purpose of this study is to describe the profile of students' understanding who were stimulated by symbols of meaning in the PLANTA-FUN card game media on plant classification material. The PLANTA-FUN card game media is a modification of the UNO card game created by combining the colors and images of the key-living creatures. This research was conducted using Mixed Method Research (quantitative-qualitative). Pre-test and post-test to determine students' understanding of classifying the plants. In addition, interviews were also conducted to evaluate students' understanding of the meaning of the symbols. Based on the pre-test and post-test results, the t-value (8.612) > the t-table (2.101). So it can be seen that there was an increase in students' understanding after learning using the PLANTA-FUN card game media. Based on the interview, symbols of meaning in the form of images and colors on the PLANTA-FUN card game media can help stimulate students to remember and think. The key character images of plants used in this media can naturally visualize plants so that students can quickly identify the characteristics that appear in these plants. At the same time, the color symbols that represent groups of living things can quickly stimulate students in recalling groups of plants. Combining these two symbols of meaning can improve students' understanding of plant classification learning material.]]>
<![CDATA[Model Mesin Stirling 3D Printing sebagai Media Belajar Fisika Materi Termodinamika ]]>
<![CDATA[Ida Kristiani]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>;
<![CDATA[Ferdy Semuel Rondonuwu]]>
<![CDATA[ Jurnal Sains dan Edukasi Sains Vol 3 No 1 (2020): Jurnal Sains dan Edukasi Sains ]]>
Publisher : <![CDATA[Faculty of Science and Mathematics, Universitas Kristen Satya Wacana, Indonesia ]]>
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DOI: 10.24246/juses.v3i1p24-31
<![CDATA[Mesin Stirling merupakan teknologi yang memanfaatkan perbedaan suhu sebagai pendorong gerak berkelanjutan. Karena itu dari sudut pandang pembelajaran, konsep dasar dan prinsip kerja mesin ini sangat berguna untuk mendemonstrasikan aplikasi termodinamika dalam teknologi. Penelitian pengembangan ini bertujuan untuk menghasilkan model mesin Stirling dengan memanfaatkan teknologi 3D printing untuk menghasilkan komponen-komponen mesin yang dirancang sesuai fungsi dengan perangkat lunak Autodesk Fusion 360. Komponen ruang udara (chamber) memanfaatkan semprotan kaca (syringe) 10 ml. Sumber energi penggerak adalah nyala api dari pembakar spiritus. Mesin ini dapat beroperasi lebih dari 5 menit secara terus-menerus tanpa pendingin. Prinsip kerja dan lama beroperasinya mesin ini memungkinkan siswa melakukan eksplorasi berbagai parameter yang menentukan kecepatan, lama operasi, dan kekuatan putar (torka) sehingga dapat menjadi media belajar yang interaktif.]]>
<![CDATA[Effect of interactive media, make a match and lecture method on learning virus achievement ]]>
<![CDATA[Agus Ariyanto]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>;
<![CDATA[Rully Adi Nugroho]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 14 No 1 (2021): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.17262
<![CDATA[The study investigates the effect of interactive media, make a match, and lecture method on learning achievement of virus. The research method used was quasi-experimental (quasi-experimental) with the pretest-posttest non-equivalent control group design. This research was conducted from September 2019 to November 2019 in High School A and High School T with a duration of learning ± 3 hours of study.ANOVA test results on the average value of N-Gain showed the same results as the post-test. N-Gain in ICT learning media class, make a match learning model class and lecture learning method classes respectively amounted to 58.6 ± 13.6, 40.8 ± 17.6 and 40.5 ± 14.3. However, based on linear regression analysis, student learning outcomes are influenced by student perception factors and students' visual learning styles (P <0.05). The successful use of interactive ICT learning media is influenced by student perception factors and student visual learning style factors.]]>
<![CDATA[Metaphysics in a Review of "Karl Popper's Philosophy of Science" (Rationality Without Foundations) by Stefano Gattei ]]>
<![CDATA[Binar Kurnia Prahani]]>;
<![CDATA[Sayidah Mahtari]]>;
<![CDATA[Suyidno]]>;
<![CDATA[Joko Siswanto]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>
<![CDATA[ IJORER : International Journal of Recent Educational Research Vol. 1 No. 3 (2020): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education Muhammadiyah University of Makassar ]]>
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DOI: 10.46245/ijorer.v1i3.58
<![CDATA[This article is the result of a book review of a work by Stefano Gattei. The starting point of Popper's view is that "almost every phase of our scientific development is under metaphysical rule, that is, ideas that are tested, ideas which determine not only what problems we need to explain, but also what kinds of answers we will consider to be one that is important or satisfactory or accepted, and as a remedy, or guarantee, of a previous answer". Popper's indeterminism is important because Popper's custom begins by considering an intuitive Laplacian view of determinism: "the world is like a motion picture film: or a projected image. Parts of the film have proved to be the past. And unproven people are the past. front". Popper has always been claimed to be a metaphysical realist: to him, to be a realist means to think, in covenant with common sense, that the world of his existence is independent of human beings. It means, "my existence will end without the world coming to an end too". As well as other metaphysical positions, realism is a non-testable conjecture: "realism is neither proven nor disproved".]]>
<![CDATA[Kajian Proporsi Aktivitas Fisik dan Kognitif pada Pembelajaran Aktif Fisika: Model Pembelajaran Jigsaw ]]>
<![CDATA[Gadhis Maretta Ayu Sandra]]>;
<![CDATA[Debora Natalia Sudjito]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>
<![CDATA[ Jurnal Materi dan Pembelajaran Fisika Vol 7, No 2 (2017): Jurnal Materi dan Pembelajaran Fisika ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/jmpf.v7i2.31460
<![CDATA[Pembelajaran aktif sudah semestinya memfasilitasi siswa beraktivitas fisik dan kognitif. Penelitian ini bertujuan untuk menyelidiki kesesuaian tujuan pembelajaran dengan mengkaji proporsi aktivitas fisik dan kognitif pada pembelajaran aktif materi Fisika. Penelitian ini merupakan penelitian kualitatif deskriptif dengan menggunakan sampel RPP dan video pembelajaran Fisika yang menerapkan model Jigsaw. Hasil penelitian menunjukkan bahwa proporsi antara aktivitas fisik dan kognitif relatif lebih tinggi aktivitas kognitifnya. Hasil kajian proporsi aktivitas fisik dan kognitif yang terlihat dari persentase sudah sesuai dengan indikator namun perlu meninjau kembali langkah pembelajarannya supaya aktivitas kognitif lebih tinggi secara signifikan dibandingkan dengan aktivitas fisiknya. Simpulan penelitian ini adalah RPP dan video sudah sesuai dengan tujuan pembelajaran, namun pada langkah pembelajaran perlu ditambahkan atau disisipkan kegiatan yang dapat menambah aktivitas kognitifnya agar lebih tinggi secara signifikan dibandingkan dengan aktivitas fisiknya sehingga perlu direvisi. Pendidik disarankan untuk menambahkan atau menyisipkan aktivitas kognitif supaya dapat memperbesar perbedaan aktivitas fisik dengan kognitifnya. Selain itu, ketika siswa diminta berdiskusi dengan membentuk kelompok asal dan kelompok ahli sebaiknya pendidik juga perlu memberikan penjelasan secara teknis dan bertanggung jawab atas kebenaran konsep saat siswa berdiskusi di kelompok asal dan kelompok ahli.]]>
<![CDATA[Profil Proses Berpikir Siswa dalam Mengolah Informasi Yang Ditayangkan Media Pembelajaran Fisika: Slide Presentasi ]]>
<![CDATA[Desi Yuliana Rudjubik]]>;
<![CDATA[Alvama Pattiserlihun]]>;
<![CDATA[Wahyu Hari Kristiyanto]]>
<![CDATA[ JURNAL PEMBELAJARAN FISIKA Vol 8 No 2 (2019): jurnal pembelajaran fisika ]]>
Publisher : <![CDATA[FKIP Universitas Jember ]]>
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DOI: 10.19184/jpf.v8i2.15213
<![CDATA[Abstract Given the importance of train students to turn think cognitive and thinking criticial in cultivate the information the have learning media who used to assist student in processes information through slideshow presentation. The purpose of this research is described though process profile students in processes information posted learning of media physics slide presentation. The methodology used is the the methodology naturalistic qualitative, where researchers acting as an instrument major obtain information from the subject of study sub focus on research conducted on natural conditions (Natural Setting), it is neither condition. This research result indicates that thought proces profile students in processes information posted media learning physics slide presentation can produce thought process in assimilation students and accommodation. This research it can be concluded that slide presentation is not effective because in the use of slide presentation has to be in accordance with matter physics, the implications of these procesess misconception remedation physics research is still difficult done if had a slide presentation because the thought process in acommodation in this research would look like if the experiments that were put into slide presentation. Key word: the thinking process, learning media, slide presentation, learning physics]]>
<![CDATA[Perbandingan Penggunaan Media OneNote dan Power Point dalam Pembelajaran Fisika yang Bersifat Matematis ]]>
<![CDATA[Primaningtyas, Maria Immas]]>;
<![CDATA[Sudjito, Debora Natalia]]>;
<![CDATA[Kristiyanto, Wahyu Hari]]>
<![CDATA[ Jurnal Penelitian Pembelajaran Fisika Vol 12, No 2 (2021): SEPTEMBER 2021 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/jp2f.v12i2.9373
<![CDATA[Penelitian ini bertujuan untuk mengetahui perbedaan signifikan antara penggunaan onenote sebagai papan tulis dan power point terhadap pemahaman kognitif yang bersifat matematis pada materi fisika di masa pembelajaran daring. Metode yang digunakan dalam penelitian ini adalah quasi experiment untuk desain penelitian pretest-posttest control nonequivalen group design. Penelitian ini dilakukan terhadap peserta didik kelas X IPA pada salah satu SMA Negeri di Salatiga dengan kelas eksperimen 1 (onenote) dan kelas eksperimen 2 (power point). Hasil penelitian menunjukkan bahwa nilai n-gain pada kelas eksperimen 1 (onenote) lebih besar dengan nilai 0,23 dan didapatkan bahwa nilai thit sebesar 2,122 ttab sebesar 2,048 (thit ttab), H0 ditolak yang artinya ada perbedaan yang signifikan antara onenote dan power point. Dengan demikian, penggunaan media pembelajaran onenote sebagai pengganti papan tulis lebih baik dalam menyampaikan materi fisika sehingga hal tersebut berpengaruh terhadap pemahaman kognitif yang bersifat matematis pada peserta didik.]]>
