UPEJ Unnes Physics Education Journal
Unnes Physics Education Journal aims to publish results of empirical studies, theoretical studies, and conceptual analysis in the fields of education phylosophy and theory, physics education, development of physics learning instruments, physics learning media, experiments activity development in the physics learning, and physics learning evaluation.
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<![CDATA[Pembelajaran Student Facilitator and Explaining Berbantuan Alat Peraga untuk Meningkatkan Penalaran dan Pemahaman Konsep Siswa ]]>
<![CDATA[Aeniah, Aeniah]]>;
<![CDATA[Putra, Ngurah Made Darma]]>;
<![CDATA[Nugroho, Sunyoto Eko]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22403
<![CDATA[The reasoning skills and students’ physics concept as the main capital for understanding physics extensively. One of the factors that influence the low reasoning and understanding of concepts is the learning that is delivered in the classroom. This study aimed to find out increase the reasoning skills and students’ physics concept and difference of the SFAE assisted by simple aids and learning SFAE without the simple aids. This study employed true experimental design with pretest - posttest control group design. In the experimental group of improvement were included in the high category while in the control group of improvement included the moderate category. Based on the comparison of t test, there are significant differences of the SFAE assisted by simple aids and learning SFAE without the simple aids. ]]>
<![CDATA[Studi Komparasi antara Tes Testlet dan Uraian dalam Mengukur Hasil Belajar Kognitif Siswa Kelas XI SMA Negeri 1 Gombong ]]>
<![CDATA[Murti, Murti]]>;
<![CDATA[Wiyanto, Wiyanto]]>;
<![CDATA[Hartono, Hartono]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22469
<![CDATA[The purpose of the research is to find out does the testlet test can work as a essay test. This research is an explorative research done to investigate a relatively new phenomenon. In accordance with the research itself, research design used is the One Group Posttest Only Design. Sample is don randomly (Random Sampling). The research is done in SMA Negeri 1 Gombong with the subject of the study is the students of XI MIPA 4 and XI MIPA 6. Based on the research’s result with the t-test analysis, showed that t-value= 1.85 for the XI MIPA 4 students and t-value= 1.89 for the XI MIPA 6 students, with t-table= 1.99. Therefore, from both of the research sample classes, the t-value is lesser that the t-table, so the conclusion is that there is no difference in the students’ cognitive learning outcome evaluated using testlet test and essay test, so testlet test can work as essay test.]]>
<![CDATA[Implementasi Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Pemecahan Masalah dan Komunikasi Ilmiah Siswa SMA ]]>
<![CDATA[Aristiani, Erni]]>;
<![CDATA[Susanto, Hadi]]>;
<![CDATA[Marwoto, Putut]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22470
<![CDATA[This study aim to determine the effect of guided inquiry learning model toward ability of problem solving and scientific communication of high school students on dinamic fluid materials, and to know the student’s response toward the implementation of guided inquiry learning model. The research design is use quasi experimental and the type is nonequivalent control group design. The data of this research are collected by test, observation, and questionnaire. The result showed that the implementation of guided inquiry learning model positively influence the problem solving and scientific communication ability of high school students. The influence of the implementation of guided inquiry learning model to the problem solving ability of students is 62,74%, while the influence of the implementation of guided inquiry learning model to the student’s scientific communication ability of 86,73%. The student’s response toward the implementation of the guided inquiry learning model is very good that is 81,15.]]>
<![CDATA[Penggunaan Video Based Laboratory (VBL) dalam Menentukan Nilai Modulus Elastisitas Penggaris Aluminium ]]>
<![CDATA[Astuti, Irnin Agustina Dwi]]>;
<![CDATA[Sumarni, Ria Asep]]>;
<![CDATA[Bhakti, Yoga Budi]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22473
<![CDATA[This study aims to determine the value of elastic modulus of aluminum rod using Video Based Laboratory (VBL) and tracker analysis. The subject discussed about the material of elasticity, because the material is still abstract and still related to everyday life. To overcome these problems then created a learning innovation in the form of innovative visual aids that can attract students' responses in physics learning. Experiments are a planned effort to answer a question by creating an activity under controlled conditions. This tool consists of an aluminum ruler, load, slide, micrometer couplers, couplers, balance sheets, laptops, and cameras. The load used in the research varied as much as six loads with mass of 8.5 grams; 16.3 grams; 22.7 grams; 30.6 grams; 38.0 grams; And 45.8 grams. The method used is linear regression analysis the relationship between the square of the period of T2 oscillation to the load mass M and the data collection for the determination of the modulus value of elasticity of the material is done by ruler oscillation with variation of load mass in the video then analyzed by using tracker software. Furthermore, from T2 data to M is done by linear regression and obtained gradient value which will be used to determine modulus value of ruler elasticity. The value of the aluminum rod elastitis modulus (61.91 ± 5.69) × 109 N / m2 approximates the reference value of 70 × 109 N / m2 with a relative ration of 11.6%.]]>
<![CDATA[Pembelajaran Fisika Berbantuan Alat Peraga Proyektor Smartphone untuk Meningkatkan Pemahaman Konsep Optik pada Siswa SMP ]]>
<![CDATA[Nafisah, Durrotun]]>;
<![CDATA[Sulhadi, Sulhadi]]>;
<![CDATA[Yulianti, Dwi]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22474
<![CDATA[Device props that developed is smartphone projector that was equipped by student work sheets. Smartphone projector props from simple materials and easy to find intheform of a water-filled bulb that the system works like a convex lens, so it can produce real, inverted, and zoomed in shadow properties. Student work sheets as a supplement containing the props instruction, material reviews, and evaluation questions. The result of feasibility test of practicum device categorized as very high with percentage 87.64%. Research and Development in the form of Pretest and Postest One Group Design carried out for thr test of respondents. This research was held in junior high school 3 Juwana. The effectiveness test analysis was performed by the N-Gain <g> test and questionnaire student response. Validation results by validators for smartphone projector with student work sheets showed average score of 87.64%, so the tool props are very suitable to use as instructional media. N-Gain test analysis showed pretest-posttest results were classified as medium criterion with a <g> value of 0.589 and 82.35% classical completeness that is high. The results of the analysis of student responses show the value of 78.76 with positive criteria
]]>
<![CDATA[Identifikasi Profil Kesulitan Belajar Fisika Topik Fluida Statis pada Siswa SMA di Kabupaten Demak ]]>
<![CDATA[Adi, Alik Sus]]>;
<![CDATA[Sugiyanto, Sugiyanto]]>;
<![CDATA[Rusilowati, Ani]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22475
<![CDATA[The purpose of this study was to identify students' learning difficulty profile on the topic of static fluid. The study was conducted in three high schools in Demak. Student learning difficulties profiles were measured using a diagnostic test instrument in the form of multiple open-ended options totaling 13 items. To strengthen the data is done interview with some students. Learning difficulties profiles are diagnosed with five approaches, namely learning objectives, material profiles, prerequisite knowledge, misconceptions, and structured knowledge. The results showed that the percentage of learning objectives for each indicator understood the concept of hydrostatic pressure, comparing the hydrostatic pressure on different liquids, understanding Pascal's legal concepts, understanding the concept of the law of Archimedes in floating, floating, and drowning phenomena, and explaining the buoyant force in a row 58.33%; 75.96%; 57.21%; 81.25%; and 98.56%. Percentage of hydrostatic pressure material profile, Pascal law and Archimedes law were 68.40%; 57.21%; and 89.90%. For prerequisite knowledge with 12% percentage, the percentage of material misconception of hydrostatic pressure and Pascal law are 48.08% and 48.08% respectively and knowledge is structured with 4.07% percentage.]]>
<![CDATA[Analisis Aktivitas Siswa dan Guru dalam Pembelajaran IPA Terpadu Kurikulum 2013 di SMP ]]>
<![CDATA[Pradani, Devi Rakhma]]>;
<![CDATA[Mosik, Mosik]]>;
<![CDATA[Wiyanto, Wiyanto]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22476
<![CDATA[Science Learning in the curriculum of 2013 is developed as integrated learning not as a science discipline. Teaching and learning process consist of students and teacher activity. The purpose of this study is to know about the verbal activity from the teacher and student hands-on activity and the integration of learning material. This research was descriptive research. The subjects of the research were the students of class VIIIB, VIIIH and VIIF of SMP N 1 Bobotsari. The technique of data analysis is by making the transcript of ideo learning process. The result of the research is the description of student and teacher verbal activity, hands on activity, and integration of learning materials. Teacher's verbal activity is dominated by 62.34% of questions. The student's verbal activity is dominated by the answer statements of 69,44%. Average result of hands on activity was 33.12%. The integration of learning materials for class VIII B and VIII H has not shown the integration of Integrated Science, whereas for class VII F has shown the integrity of material from Integrated Science.]]>
<![CDATA[Pembelajaran Inkuiri Terbimbing Melalui Kegiatan Lab Virtual dan Eksperimen Riil untuk Peningkatan Penguasaan Konsep dan Pengembangan Aktivitas Siswa ]]>
<![CDATA[Putri, Saraswati Basuki]]>;
<![CDATA[Sarwi, Sarwi]]>;
<![CDATA[Akhlis, Isa]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22477
<![CDATA[This study aims to describe students’ activities and to determine more effective treatment for improving the concepts achievement between the guided inquiry through real experimental activity or virtual lab activity. This study was a pre-experiment with one group pretest-posttest type. Sampling technique using a purposive sampling. Class experiment 1 was taught by guided inquiry learning through real experiment activities and class experiment 2 was taught by guided inquiry learning through virtual lab activities. Data were collected using test and observation method. The value of experiment class 1 (3,71)> of class experiment 2 (2,10), it means that guided inquiry learning through real experiment activity more effective to improve the concepts achievement of students than virtual lab activity. The gain test of the students' activity development of experiment class 1 was 0,37 (medium) and experiment class 2 was 0,31 (medium), it means that real experiment and virtual lab activities were effective to develop students’ activities.]]>
<![CDATA[Pengembangan Alat Praktikum Kalorimeter Bom pada Pokok Bahasan Kalor ]]>
<![CDATA[safitri, Hesti nikmah]]>;
<![CDATA[Masturi, Masturi]]>;
<![CDATA[Edie, Sukiswo Supeni]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22478
<![CDATA[Calorific values were measured by bomb calorimeter on combustion in oxygen atmosphere. Bomb Calorimeter has been produced and researched in the world, because of its benefits on science. Parr Instrument Company is a company located in the USA which produced bomb calorimeter. In contrast to Indonesia, which has not research about it. This research aim to test for validity the bomb calorimeter that build before, and then applying to physics laboratory assistant’s students at university. The bomb was completed by manual instruction, which tested for validity with the bomb. The methods was Research and Development (RnD) 4-D models that popularizes by Thiagarajan, which consists of four step: define, design, develop, and disseminate. The result of validity tools and manuals categorized as very decent, and applying this tool have very high response for students. ]]>
<![CDATA[Peningkatan Komunikasi Ilmiah Siswa SMA melalui Model Quantum learning One Day One Question Berbasis Daily Life Science Question ]]>
<![CDATA[Majdi, Muhammad Kamal]]>;
<![CDATA[Subali, Bambang]]>;
<![CDATA[Sugianto, Sugianto]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v7i1.22479
<![CDATA[This study aims at determining the effect of applying One Day One Question Quantum learning Model Based On Daily Life Science Question on the ability of students’ scientific communication skill and its enormous improvement. The method used was true experimental design with pretest-posttest control group design. Samples were taken by simple random sampling technique in SMA Negeri 13 Semarang with X-MIPA 4 as experimental class and X-MIPA 1 as control class. This research was conducted by giving assignment to write some simple essays periodically with eight assessment indicators, i.e. source variation, source quality, relevance, writing quality, visual representation, title effectiveness, bibliography arrangement, and term and linguistic. The amount of improvement of students' scientific communication skills at the control class is 0.13 while the experimental class is 0.31. It can be concluded that the application of One Day One Question Quantum learning Model Based On Daily Life Science Question can improve students’ ability of written scientific communication.]]>
