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[Penerapan Model Pembelajaran Conceptual Understanding Procedures (Cups) Dengan Teknik Probing Prompting untuk Meningkatkan Kemampuan Komunikasi ]]>
<![CDATA[Purnami, Erni Sri]]>;
<![CDATA[Khanafiyah, Siti]]>;
<![CDATA[Khumaedi, Khumaedi]]>
<![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.v7i1.22471
<![CDATA[Science learning demands the student?s skill in communicating their knowledge before appliying it in daily life. Communication is one of cultural and national character value. The aim of this research was determine the enhancement of students communication skills by the application of Conceptual Understanding Procedures (CUPs) learning model with probing prompting technique. The design of this research was one group pretest posttest design. The data of communication skills were obtained by observation method and the data of concept understanding were obtained by test method. Communication skills enhancement were calculated using the gain test. The result of this research showed that the application of CUPs learning model with probing prompting technique can increase students? communication skills. The gain score of students? communication skills was 0,454 which include in medium category. The gain score of concept understanding was 0,480 which include in medium category. It could be concluded that the application of CUPs learning model with probing prompting technique could improve students? communication skills.]]>
<![CDATA[Peningkatkan Kemampuan Kognitif dan Minat Belajar Siswa Melalui Penggunaan Alat Peraga Pada Pembelajaran Fisika ]]>
<![CDATA[Al Hidayah, Ian Ahmad]]>;
<![CDATA[Linuwih, Suharto]]>;
<![CDATA[Astuti, 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.v7i1.22472
<![CDATA[The purpose of this research is to determine the effect of the use of learning props on the improvement of cognitive abilities and the value of interest in student learning. This research was conducted at SMP Negeri 1 Karangtengah Demak Regency. Cognitive ability was measured using a test instrument in the form of a description test of eight questions, while interest in learning was measured using a questionnaire instrument with a likert scale of 12 statements. The results showed students' cognitive ability increased by 0.51 with the moderate category in all cognitive aspects researched, and students' learning interest showed a very good response on the three aspects researched were 81,12% for pleasure aspects; 83,75% for the attention aspect; and 87,34% for participation aspect. Based on the results of the analysis and discussion, it can be concluded that the use of physics education props can affect the improvement of students' cognitive abilities in grade VIII SMP Negeri 1 Karangtengah Demak Regency. The use of props can also affect the student's interest in learning.]]>
<![CDATA[Pembelajaran Student Facilitator and Explaining Berbantuan Alat Peraga untuk Meningkatkan Penalaran dan Pemahaman Konsep Siswa ]]>
<![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[ 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[ 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[Penerapan Model Pembelajaran Conceptual Understanding Procedures (Cups) Dengan Teknik Probing Prompting untuk Meningkatkan Kemampuan Komunikasi ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.15294/upej.v7i1.22471
<![CDATA[Science learning demands the student’s skill in communicating their knowledge before appliying it in daily life. Communication is one of cultural and national character value. The aim of this research was determine the enhancement of students communication skills by the application of Conceptual Understanding Procedures (CUPs) learning model with probing prompting technique. The design of this research was one group pretest posttest design. The data of communication skills were obtained by observation method and the data of concept understanding were obtained by test method. Communication skills enhancement were calculated using the gain test. The result of this research showed that the application of CUPs learning model with probing prompting technique can increase students’ communication skills. The gain score of students’ communication skills was 0,454 which include in medium category. The gain score of concept understanding was 0,480 which include in medium category. It could be concluded that the application of CUPs learning model with probing prompting technique could improve students’ communication skills.]]>
<![CDATA[Peningkatkan Kemampuan Kognitif dan Minat Belajar Siswa Melalui Penggunaan Alat Peraga Pada Pembelajaran Fisika ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 7 No 1 (2018) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.15294/upej.v7i1.22472
<![CDATA[The purpose of this research is to determine the effect of the use of learning props on the improvement of cognitive abilities and the value of interest in student learning. This research was conducted at SMP Negeri 1 Karangtengah Demak Regency. Cognitive ability was measured using a test instrument in the form of a description test of eight questions, while interest in learning was measured using a questionnaire instrument with a likert scale of 12 statements. The results showed students' cognitive ability increased by 0.51 with the moderate category in all cognitive aspects researched, and students' learning interest showed a very good response on the three aspects researched were 81,12% for pleasure aspects; 83,75% for the attention aspect; and 87,34% for participation aspect. Based on the results of the analysis and discussion, it can be concluded that the use of physics education props can affect the improvement of students' cognitive abilities in grade VIII SMP Negeri 1 Karangtengah Demak Regency. The use of props can also affect the student's interest in learning.]]>
<![CDATA[Penggunaan Video Based Laboratory (VBL) dalam Menentukan Nilai Modulus Elastisitas Penggaris Aluminium ]]>
<![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[ 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[ 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.]]>
