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All Journal Jurnal Penelitian dan Evaluasi Pendidikan JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Jendela Pendidikan Jurnal Sylva Lestari
Putra, Guruh Sukarno
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Agriculture, Biological Sciences & Forestry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Newtonian Yoyo (Lato-Lato) Phenomenon in Indonesia: An Innovative Resource for IGCSE Physics Teaching and Learning? Akhsan, Hamdi; Putra, Guruh Sukarno; Ariska, Melly
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 9 No 1 (2023): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 9 Issue 1, J
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.09111

Abstract

This paper aims to stimulate a teaching and learning reflection for Indonesian IGCSE physics classrooms through a recent booming and recreational game of Newtonian yoyo called lato-lato. As physics is one of the critical and complex subjects in secondary school, it establishes a struggle for students to comprehend the concept of physics. The 21st-century physics education learning aims to promote high-end reasoning and deep understanding. Contextual physic learning will support this mission to reach maximum attainment for students. Physics through contextual knowledge will be more feasible for students. The recent phenomenon of lato-lato encounters a new interest for students. Lato-lato as a demonstrator and contextual example will be a resourceful material for several concepts of Newtonian mechanics, for instance: collision and energy. In addition, lato-lato may provide an advanced idea of circular motion, momentum, and impulse, oscillation. Lato-lato involvement may bring a chance for IGCSE curriculum adjustment in mechanics topics to become a significant pre-learning process. By using the adjusted curriculum, students are more likely to reach their maximum attainment and conceptual understanding of mechanics because students feel interested and encouraged to learn through a problem-solving and real-world setup. Lato-lato (Newtonian Yoyo) phenomenon may solve students’ learning difficulties in IGCSE physics through a conceptual phenomenon.
Memecah Ambiguitas Konsep Pembelajaran Berdiferensiasi dan Instruksi Berdiferensiasi Putra, Guruh Sukarno
JURNAL JENDELA PENDIDIKAN Vol. 4 No. 02 (2024): Jurnal Jendela Pendidikan: Edisi Mei 2024
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v4i02.719

Abstract

Studi literatur ini bertujuan untuk memecah ambiguitas batas pemisah antara pembelajaran berdiferensiasi dan instruksi berdiferensiasi. Ambiguitas pada dua konsep ini terletak pada konektivitas instruksi berdiferensiasi pada aspek-aspek pembelajaran berdiferensiasi. Instruksi berdiferensiasi sering disalahartikan sebagai pembelajaran berdiferensiasi dan sebaliknya. Hal ini disebabkan oleh paradigma tentang konsep instruksi berdiferensiasi yang secara tersirat memiliki kemiripan dengan pembelajaran berdiferensiasi tanpa melihat keterikatan dan hubungan antar keduanya. Hasil studi literatur ini mengungkapkan bahwa pembelajaran berdiferensiasi berada pada daerah terluar yang di dalamnya mencakup peserta didik dan pendidik sebagai aktor utama. Pendidik dan peserta didik yang terlibat dalam pembelajaran berdiferensiasi sangat bergantung pada keterlaksanaan lima aspek pembelajaran berdiferensiasi, dimana instruksi berdiferensiasi berada dalam cakupan aspek-aspek yang saling terkoneksi yang menciptakan hubungan dua arah. Secara garis besar, instruksi berdiferensiasi merupakan bagian konteks spesifik dari pembelajaran berdiferensiasi.
Misconception tendency of differentiated instruction in publicly shared teaching and learning videos on youtube: A mixed-methods exploration study Putra, Guruh Sukarno
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 2 (2023)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v27i2.60233

Abstract

Differentiated instruction is a pedagogical approach in which teachers fulfill students' needs based on their interests and learning profiles. This paradigm is new to the Indonesian educational sector as the government of Indonesia introduced the Merdeka curriculum in 2022, which offers a new style of teaching and learning in Indonesia through differentiation in the classroom. As an unfamiliar approach, the recent practice of differentiated instruction may lead to a misconception, particularly in its implementation. This paper focuses on witnessing teachers' misconceptions regarding differentiated instruction in three major aspects: teacher-student relations, teacher-learning design, and teacher-learning goals, using a mixed method with an explanatory sequential design. The first phase includes video observation for qualitative data collection to build variables and obtain quantitative results. This research used a purposive sampling technique with a total of seventy-seven teaching and learning in Indonesian high school videos from YouTube with particular keywords related to differentiation. All the videos were uploaded on YouTube in 2022, ranging from January 2022 to December 2022, and were from various origins and subjects. The final result and interpretation show that the score of differentiated instruction implementation through the observation checklist was 0.4722, considered satisfactory. Furthermore, this study identifies three aspects of differentiation that need to be strengthened, including learning pace settings, giving oral feedback to students based on their needs, and responding proactively to diverse students. The recommendations for tackling misconceptions regarding differentiated instruction are given for better future implementation.
Dimensional Stability and Wettability of Modified Samama (Anthocephallus macrophyllus) Wood with Boron, Citric Acid, and Heat Treatment Priadi, Trisna; Wardhani, Miranti Kusuma; Putra, Guruh Sukarno; Cahyono, Tekat Dwi
Jurnal Sylva Lestari Vol. 13 No. 1 (2025): January
Publisher : Department of Forestry, Faculty of Agriculture, University of Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jsl.v13i1.1056

Abstract

This research aimed to address the leaching phenomenon of boron preservatives in wood. The subsequent investigation focuses on wood's dimensional stabilization and wettability after a two-stage impregnation process. Samama (Anthocephallus macrophyllus) wood was impregnated with boron (boric acid, borax, and a combination of both) at a pressure of 7 atm for 4 hours, with each preservative’s concentration set at 5%. After oven drying at 60°C until achieving a 15% moisture content, the next step involves a second-stage impregnation with citric acid (at a 5% concentration) under the same pressure and duration. The final step included heat treatment at 80°C and 160°C for 4 hours. The research results indicate that boron and citric acid enhance the dimensional stabilization of samama wood. The best dimensional stabilization treatment combines boric acid, borax, citric acid, and heat treatment at 160°C. This study confirms that citric acid improves the dimensional stabilization of samama wood, whether used with boron or not. Compared to treatments without citric acid and heating, the two-stage impregnation reduces boron leaching by up to 30%. The research also recommends that all treatments exhibit good finishing properties. Keywords: Anthocephallus macrophyllus, boron, dimension stabilization, impregnation, wettability
Co-Authors Hamdi Akhsan Melly Ariska Tekat Dwi Cahyono Trisna PRIADI Wardhani, Miranti Kusuma