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[Penyusunan Bahan Ajar IPA Fisika sebagai Upaya Peningkatan Literasi Sains Peserta Didik pada Tema Bunyi ]]>
<![CDATA[Rahmawati, Aulia Risky]]>;
<![CDATA[Sarwi, Sarwi]]>;
<![CDATA[Darsono, Teguh]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v8i2.33332
<![CDATA[Science literacy began to be accommodated in Indonesia in the curriculum 2006 (KTSP) and more clearly seen in the curriculum 2013 through inquiry activity and scientific approaches. Based on the result of a comparative study conducted by OECD through PISA for children aged 15-17 years, Indonesia obtained unsatisfactory result. It was caused by the Indonesian?s low interest in reading according to UNESCO in 2012. Another thing that caused the low scientific literacy score of students was textbooks. The result of an analysis of the SMP science textbook which used in various schools in Central Java showed that the learning materials did not contain scientific literacy components. Textbooks have an important role in science learning. The learning material which used during the learning process was the learning support beside the role of the teacher. This research was a research and development that produced a product in the form of a science literacy learning material with sound as the theme. The purpose of this research was to find out the characteristics, validity and effectiveness of the learning material compiled. The assessment was conducted on grade VIII F which was chosen based on purposive sampling technique. The result showed that the preparation of physical science learning material based on science literacy could improve the ability of science literacy in the medium category. In addition, the cognitive, affective, and psychomotor learning outcomes were good.]]>
<![CDATA[Bahan Ajar Berbasis Problem Based Learning pada Materi Gerak Lurus untuk Meningkatkan Kemampuan Komunikasi dan Kolaborasi Siswa ]]>
<![CDATA[Nurhayati, Dyah Isna]]>;
<![CDATA[Yulianti, Dwi]]>;
<![CDATA[Mindyarto, Budi Naini]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
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DOI: 10.15294/upej.v8i2.33333
<![CDATA[This research aims to produce teaching materials based Problem Based Learning to improve students? ability of communication and collaboration. This research used R&D method with the procedure of: introduction, plan program, product development. Trial design with one-Group pretest-posttest design, the subjects research class X MIPA 4 of SMA N 1 Juwana. This study aims to describe the characteristics of PBL-based teaching materials, test the level of feasibility, increase the ability of written communication, oral and collaboration, and student responses to teaching materials. The level of advisability and legibility in teaching material examine by the questionnaire and fill in the blank test. The data of ability improvement in written communication taken through the result of pretest and posttest, while the ability in spoken communication and collaboration taken through the result of observation. Students? response was taken through questionnaire after learning process. The results showed that the teaching materials based Problem Based Learning has a level of feasibility and good readability level and can improve students? ability of communication and collaboration.]]>
<![CDATA[Penerapan Model Pembelajaran Inkuiri Terbimbing Berbentuk Augmented Reality pada Peserta Didik untuk Meningkatkan Minat dan Pemahaman Konsep IPA ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
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DOI: 10.15294/upej.v8i2.33309
<![CDATA[This research aims at determining the influence of guided inquiry learning model supported by media Augmented Reality to increase the interest and understanding of science concepts. This research applied experimental design with Pretest-Posttest Group type. Samples were taken using simple random sampling in 8 Magelang Senior High School year 2016/2017 with VII G which received treatment using guided inquiry learning model supported by media Augmented Reality as experimental class and VII H which received using guided inquiry learning model without media Augmented Reality treatment as control class. The indicator used to measure learning interest is an feel happy in lerning, attention, attachment in learning, participating in learning, satisfaction, and interesting in learning. ‘Students interest test after learning using guided inquiry learning model supported by media Augmented Reality shows an increased interest in learning in every aspect. The result showed that the average score of pretest was (37,35) and the average score of postest was (93,38). The relationship between interest and understanding of concepts is indicated by the correlation rate of 0.89 with the influence rate of 64%. Improved understanding of concepts was shown ny the N-gain test (0,89) with ‘high criterion’. In conclution, guided inquiry learning model supported by media Augmented Reality can to improve increase the interest and students’understanding of science concepts.]]>
<![CDATA[Efektivitas Model Pembelajaran Campuran Auditory, Intellectually, Repetition, dan Group Investigation dengan Model Pembelajaran Problem Based Learning terhadap Kreativitas Berpikir ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
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DOI: 10.15294/upej.v8i2.33312
<![CDATA[The importance of developing students' thinking skills is contained in Permendiknas Number 22 of 2006 concerning standard content. It states that science and technology subjects have the aim of obtaining the basic competencies in science and technology and cultivating critical, creative, and independent thinking. This study intended to determine the effectiveness of the Auditory Intellectually Repetition (AIR) combined with the Group Investigation model and Problem Based Learning model on students' creative thinking skills. This research was conducted in SMP Negeri 1 Kemranjen. The researcher used a quasi-experimental design with an equivalent control group design. The sample in this study was taken by random sampling technique, obtained research samples namely class VIII F as the experimental class and class VIII D as the control class. The method of data collection consisted of documentation and tests. The results of data analysis showed that the mixed learning model of Auditory, Intellectually, Repetition with Group Investigation was effective in improving students' creative thinking. The Problem Based Learning model was also effective in improving students' creative thinking skill with a gain of 0.52 from a maximum score of 1. It was included in the medium criteria. In conclusion, the mixed of Auditory, Intellectually, Repetition and Group Investigation learning model was more effective than Problem Based Learning model in developing students' creative thinking.]]>
<![CDATA[Analisis Kemampuan Calon Guru dalam Menyusun Prosedur Pemecahan Masalah Fisika Materi Dinamika Rotasi dan Kesetimbangan Benda Tegar ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
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DOI: 10.15294/upej.v8i2.33313
<![CDATA[Procedural knowledge is a factor in problem solving. In the problem solving process, expertise is needed to arrange appropriate procedures to solve a problem. The focus of this study is to determine the ability of candidate teachers in arrange problem solving procedures and knowing the relationship between the ability to arrange problem solving procedures with problem solving abilities. This study used descriptive qualitative method. Research data was obtained from written tests, interview tests and field notes. Analysis of the ability to arrange problem solving procedures using guidelines for problem solving stages according to Docktor, et.al. (2016) namely usefull description, physics approach, specification application of physics, mathematical procedures and logical progression. Based on the analysis, the ability to develop problem solving procedures for teacher candidates is divided into 3 types, namely: type 1, type 2, and type 3. The average percentage of the ability of prospective teachers in developing type 1 problem solving procedures is 51.52%, type 2 is 37.38%, and type 3 by 10.5%. In addition, the results obtained that there was no relationship between the ability to form problem solving procedures with problem solving abilities.]]>
<![CDATA[Pengembangan Bahan Ajar Fisika Berbasis I-SETS Terkomplementasi Karakter Pada Materi Hukum Gravitasi Newton ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
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DOI: 10.15294/upej.v8i2.33314
<![CDATA[Teaching materials used in schools are still limited to the presentation of concise material and short formulas so that students feel difficulties when solving problems related to life. Teaching materials based on I-SETS complemented characters presented in material related to aspects of Islam, science, environment, technology, and society as well as character values so students motivated to be more active, creative, and think critically in solving problems. The purposes of this research are determine the characteristics, feasibility, readability, and practicality of gravity teaching materials. The method used is Research and Development. The teaching materials produced have several characteristics based on 3 aspects, namely content, presentation, and language. The result of the feasibility test indicates that teaching material is suitable to used in learning with a percentage of 87.50%. The result of readability test indicates that teaching material is easily understood by students with a percentage of 86.66%. The result of operational field test show that teaching material is practical to used in learning with a percentage of 85.91%.]]>
<![CDATA[Pengembangan Soal Higher Order Thinking Skill (HOTS) Fisika Kelas VIII SMP Materi Gerak Pada Benda ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v8i2.33320
<![CDATA[Development research has been carried out to measure high-level thinking skills of junior high school students, through the development of HOTS questions of Physics in Middle School. This is based on the lack of students' skills in answering questions that require analysis, evaluation, and creativity, so that in learning activities they cannot answer questions that require high-level thinking skills. Sampling was done randomly and obtained three classes, namely class VIII D, E, F. Then the data was collected using HOTS questions that have been tested by experts. The analysis used in this study was to test the material validity by experts, the validity of the items, the distinguishing power, the level of difficulty, the reliability of the test, and the t-test. The results of this study are a set of instruments about the HOTS Physics Middle School subject matter on objects that can be used to measure students' high-level thinking abilities.]]>
<![CDATA[Pengembangan Alat Evaluasi Berbasis Literasi Sains untuk Mengukur Kemampuan Literasi Sains Siswa SMP/MTs Bertema Gejala Alam ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
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DOI: 10.15294/upej.v8i2.33321
<![CDATA[The purposes of this research are develope a scientific literacy evaluation instrument, determine the validity, reliability and describe characteristic of scientific literacy assessment instrument and the profile of students' scientific literacy abilities. The research design uses R & D (Research and Development) with a sampling technique used simple random sampling. The subject of this research was conducted in class VII of SMP & MTs in Brebes. The results showed that the scientific literacy evaluation instrument was stated fulfill the content validity with very valid category, equability validity with high category and was stated reliable with a reliability value of 0.89 in the first product trials and 0.92 in the last product trial. The characteristics of this scientific literacy evaluation instrument have proportion levels of difficulty that are proportional. The content of the science literacy category has a proportion of 27% for science as a body of knowledge, a way of investigating, a way of thingking, and 19% for interaction between science, environment, technology, and society. The profile of students scientific literacy show the mastery of science literacy is still low that is below 60%.]]>
<![CDATA[Desain Alat Peraga Vektor Resultan Gaya untuk Siswa Sekolah Menengah Atas (SMA) ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
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DOI: 10.15294/upej.v8i2.33323
<![CDATA[This study aims to create the design of resultant force vector teaching aids to help improving students’ concept understandings. The method of this study is the experimental method with Pretest-Posttest Control Group Design. The sample of this study is the tenth grade of 3 natural science class (X IPA 3) as the experimental class and the tenth grade of 4 natural science class (X IPA 4) as the control class at 1 Subah Senior High School. The vector teaching aids were tested for the validity by the validator using a questionnaire. The students’ responses were measured using a questionnaire. The students’ concept understandings were measured from the results of the pretest and posttest scores. The result of the teaching aids’ feasibility test is 98.61%, showing that the teaching aids are very feasible to use. The increase of students’ concept understandings measured by the students’ learning outcomes in the experimental class after using the resultant force vector teaching aids is 0.7 included in the high category. The attitude and interest responses of the students after using the teaching aids get an average percentage of 71.06% included in the high category.]]>
<![CDATA[Implementasi Model Pembelajaran “Treffinger†untuk Meningkatkan Kreativitas dan Kemampuan Pemecahan Masalah Siswa SMA ]]>
<![CDATA[ UPEJ Unnes Physics Education Journal Vol 8 No 2 (2019) ]]>
Publisher : <![CDATA[UPEJ Unnes Physics Education Journal ]]>
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DOI: 10.15294/upej.v8i2.33324
<![CDATA[This study aims to determine the increase in creativity and students problem solving abilities after applying the “Treffinger†learning model. This type of research is quantitative research. The design of this study was a quasi-experiment with non-equivalent control group design. The research instruments in the form of creativity test and problem solving abilities test is an essay question. The study population was all students of class X MIPA SMA Negeri 2 Kudus in 2017/2018 Academic Year. The sampling technique was purposive sampling. The experimental class treated with “Treffinger†learning model and control class with conventional learning (lecture). The analysis technique uses gain test, t test, Kolmogorov-Smirnov test, and simple linear regression. The results showed an increase in creativity and problem-solving ability of the experimental class was greater than the control class. Student creativity has a positive effect on their problem solving ability by 46.1%.]]>
