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<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN INQUIRY TRAINING DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR FORMAL SISWA ]]>
<![CDATA[Nasution, D.]]>;
<![CDATA[Mihardi, S.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4679
<![CDATA[Low ability of formal thinking students caused the learning outcomes they get too low. This study aims to determine the effectiveness of the inquiry learning model training in improving students' ability to think formal. The design was used quasi-experimental "non-equivalent groups pretest-posttest design". Implementation  experimental class learning with inquiry learning model training, control class learning with direct instruction. Data obtained through a formal thinking ability test thinking ability. Learning model efectivity in improving formal thinking ability is determined based on the gain score average which normalized by average difference test of statistic, namely t test. The results of the reasearch found that the inquiry training learning model is more effective in improving students formal thinking ability compared with the direct instruction learning model. The N-gain percentage of formal thinking ability of students in the experiment class in the indicators of hypothetical deductive thinking, combination thinking and reflection thinking are in the medium category, just proportional thinking is the high category. N-gain average percentage of control class for the hypothesis deductive thinking is just in the low category, while the proportional thinking, combination thinking and reflection thinking are in the medium category.Rendahnya kemampuan berpikir formal siswa menyebabkan hasil belajar yang mereka peroleh juga rendah. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry training dalam meningkatkan kemampuan berpikir formal siswa. Disain yang digunakan adalah kuasi eksperimen “non-equivalent groups pretest-posttest designâ€. Implementasi pembelajaran kelas eksperimen dibelajarkan dengan model pembelajaran inquiry training, kelas kontrol dengan model pembelajaran direct instruction. Data kemampuan berpikir formal diperoleh melalui tes kemampuan berpikir formal. Efektivitas  model pembelajaran dalam meningkatkan kemampuan berpikir formal ditentukan berdasarkan rerata skor gain yang dinormalisasi dengan statistik uji beda rerata, uji t.  Hasil penelitian ditemukan bahwa pembelajaran dengan model inquiry training lebih efektif dalam meningkatkan kemampuan berpikir formal siswa dibandingkan dengan pembelajaran direct instruction. Persentase N-gain kemampuan berpikir formal untuk siswa kelas eksperimen untuk indikator berpikir hipotesis deduktif, berpikir kombinasi dan refleksi berada pada kategori sedang, berpikir proporsional pada kategori tinggi. Untuk siswa kelas kontrol perentase N-gain rata-rata untuk berpikir hipotesis deduktif  berada pada kategori rendah, sementara berpikir proporsional, berpikir kombinasi dan berpikir refleksi berada pada kategori sedang.]]>
<![CDATA[CRITICAL THINKING SKILLS IN INTEGRATED SCIENCE LEARNING VIEWED FROM LEARNING MOTIVATION ]]>
<![CDATA[Cholisoh, L.]]>;
<![CDATA[Fatimah, S.]]>;
<![CDATA[Yuniasih, F.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4241
<![CDATA[The study aimed to determine the effect of Predict Discuss Explain Observe Discuss Explain and Small Group Discussion strategies toward critical thinking skills and the influence of learning motivation toward critical thinking skills. This study was a quasi experiment with the non-equivalent pretest-posttest design. Data were analysed by inferential statistics of two way analysis of variance and regression analysis. The results showed that Predict Discuss Explain Observe Discuss Explain and Small Group Discussion strategies were influential toward critical thinking skills and the average of students critical thinking skills using Small Group Discussion strategy was better than those experiencing Predict Discuss Explain Observe Discuss Explain strategy. Furthermore, learning motivation were also influential toward critical thinking skills. Students having high learning motivation were better than students having low learning motivation. Regression analysis showed learning motivation and critical thinking skills have positive correlation. Influence of learning motivation toward critical thinking skill was about 6.4%.Penelitian ini bertujuan untuk mengetahui pengaruh strategi Predict Discuss Explain Observe Discuss Explain dan Small Group Discussion terhadap kemampuan berpikir kritis, dan pengaruh motivasi belajar terhadap kemampuan berpikir kritis. Penelitian ini merupakan penelitian quasi experiment menggunakan desain the non-equivalent pretest-posttest. Data dianalisis menggunakan statistik inferensial Analisi Varian dua jalur dan analisis regresi. Hasil penelitian menunjukkan bahwa strategi Predict Discuss Explain Observe Discuss Explain dan Small Group Discussion berpengaruh terhadap kemampuan berpikir kritis, rata-rata kemampuan berpikir krtis siswa yang menggunakan strategi Small Group Discussion lebih baik daripada siswa yang menggunakan strategi Predict Discuss Explain Observe Discuss Explain. Selain itu, motivasi belajar berpengaruh terhadap kemampuan berpikir kritis. Rata-rata kemampuan berpikir kritis siswa yang mempunyai motivasi belajar tinggi lebih baik daripada siswa yang mempunyai motivasi belajar rendah. Berdasarkan analisis regresi, motivasi belajar dan kemampuan berpikir kritis memiliki hubungan yang positif. Motivasi belajar memberikan pengaruh sebesar 6,4% terhadap kemampuan berpikir kritis.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN INQUIRY TRAINING DALAM PEMBELAJARAN FISIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR FORMAL SISWA ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4679
<![CDATA[Low ability of formal thinking students caused the learning outcomes they get too low. This study aims to determine the effectiveness of the inquiry learning model training in improving students' ability to think formal. The design was used quasi-experimental "non-equivalent groups pretest-posttest design". Implementation experimental class learning with inquiry learning model training, control class learning with direct instruction. Data obtained through a formal thinking ability test thinking ability. Learning model efectivity in improving formal thinking ability is determined based on the gain score average which normalized by average difference test of statistic, namely t test. The results of the reasearch found that the inquiry training learning model is more effective in improving students formal thinking ability compared with the direct instruction learning model. The N-gain percentage of formal thinking ability of students in the experiment class in the indicators of hypothetical deductive thinking, combination thinking and reflection thinking are in the medium category, just proportional thinking is the high category. N-gain average percentage of control class for the hypothesis deductive thinking is just in the low category, while the proportional thinking, combination thinking and reflection thinking are in the medium category.Rendahnya kemampuan berpikir formal siswa menyebabkan hasil belajar yang mereka peroleh juga rendah. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry training dalam meningkatkan kemampuan berpikir formal siswa. Disain yang digunakan adalah kuasi eksperimen “non-equivalent groups pretest-posttest design”. Implementasi pembelajaran kelas eksperimen dibelajarkan dengan model pembelajaran inquiry training, kelas kontrol dengan model pembelajaran direct instruction. Data kemampuan berpikir formal diperoleh melalui tes kemampuan berpikir formal. Efektivitas model pembelajaran dalam meningkatkan kemampuan berpikir formal ditentukan berdasarkan rerata skor gain yang dinormalisasi dengan statistik uji beda rerata, uji t. Hasil penelitian ditemukan bahwa pembelajaran dengan model inquiry training lebih efektif dalam meningkatkan kemampuan berpikir formal siswa dibandingkan dengan pembelajaran direct instruction. Persentase N-gain kemampuan berpikir formal untuk siswa kelas eksperimen untuk indikator berpikir hipotesis deduktif, berpikir kombinasi dan refleksi berada pada kategori sedang, berpikir proporsional pada kategori tinggi. Untuk siswa kelas kontrol perentase N-gain rata-rata untuk berpikir hipotesis deduktif berada pada kategori rendah, sementara berpikir proporsional, berpikir kombinasi dan berpikir refleksi berada pada kategori sedang.]]>
<![CDATA[CRITICAL THINKING SKILLS IN INTEGRATED SCIENCE LEARNING VIEWED FROM LEARNING MOTIVATION ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4241
<![CDATA[The study aimed to determine the effect of Predict Discuss Explain Observe Discuss Explain and Small Group Discussion strategies toward critical thinking skills and the influence of learning motivation toward critical thinking skills. This study was a quasi experiment with the non-equivalent pretest-posttest design. Data were analysed by inferential statistics of two way analysis of variance and regression analysis. The results showed that Predict Discuss Explain Observe Discuss Explain and Small Group Discussion strategies were influential toward critical thinking skills and the average of students critical thinking skills using Small Group Discussion strategy was better than those experiencing Predict Discuss Explain Observe Discuss Explain strategy. Furthermore, learning motivation were also influential toward critical thinking skills. Students having high learning motivation were better than students having low learning motivation. Regression analysis showed learning motivation and critical thinking skills have positive correlation. Influence of learning motivation toward critical thinking skill was about 6.4%.Penelitian ini bertujuan untuk mengetahui pengaruh strategi Predict Discuss Explain Observe Discuss Explain dan Small Group Discussion terhadap kemampuan berpikir kritis, dan pengaruh motivasi belajar terhadap kemampuan berpikir kritis. Penelitian ini merupakan penelitian quasi experiment menggunakan desain the non-equivalent pretest-posttest. Data dianalisis menggunakan statistik inferensial Analisi Varian dua jalur dan analisis regresi. Hasil penelitian menunjukkan bahwa strategi Predict Discuss Explain Observe Discuss Explain dan Small Group Discussion berpengaruh terhadap kemampuan berpikir kritis, rata-rata kemampuan berpikir krtis siswa yang menggunakan strategi Small Group Discussion lebih baik daripada siswa yang menggunakan strategi Predict Discuss Explain Observe Discuss Explain. Selain itu, motivasi belajar berpengaruh terhadap kemampuan berpikir kritis. Rata-rata kemampuan berpikir kritis siswa yang mempunyai motivasi belajar tinggi lebih baik daripada siswa yang mempunyai motivasi belajar rendah. Berdasarkan analisis regresi, motivasi belajar dan kemampuan berpikir kritis memiliki hubungan yang positif. Motivasi belajar memberikan pengaruh sebesar 6,4% terhadap kemampuan berpikir kritis.]]>
<![CDATA[MULTILAYER POROUS COMPOSITE FROM WASTE GLASS FOR WATER FILTRATION ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4218
<![CDATA[Multilayer porous composite have been produced through the heating process at temperature T=700oC for 2.5 h. Single layered porous composite was made with a varied mass percentage of from PEG polymer 1% to 10%. Double-layered porous composite were made by the arrangement of porosity (4:3)%, (4:2)% and (3:2)%, while the three-layers porous composite have an arrangement (4:3:2)%. Performance of multilayer porous composite for water filtration with pollutants of methylene blue 100 ppm was estimated from the absorbance spectrum. Rejection of methylene blue pollutants from single layered porous composite increases when the fraction of PEG polymer tend to be smaller in the matrix. Meanwhile, the double layered porous composite has a degradation of methylene blue pollutants are better than one layer. Triple layered porous composite have good performance for the water filtration where all the pollutants of methylene blue be able to be filtered. Komposit pori berlapis telah dihasilkan dengan proses pemanasan pada temperatur T=700oC selama 2.5 jam. Komposit pori satu lapis dibuat dengan variasi persen massa polimer PEG 1% hingga 10%. Komposit pori dua lapis dibuat dengan susunan porositas (4:3)%, (4:2)% dan (3:2)%, sedangkan komposit pori tiga lapis memiliki susunan porositas (4:3:2)%. Kinerja komposit pori berlapis untuk filter air dengan polutan methylene blue 100 ppm diestimasi dari spektrum absorbansi. Rejeksi polutan methylene blue dari komposit pori satu lapis meningkat saat fraksi polimer PEG cenderung lebih kecil dalam matrik komposit. Sedangkan, komposit pori dua lapis memiliki kemampuan untuk degradasi polutan methylene blue yang lebih baik dari satu lapis. Komposit pori tiga lapis memiliki kinerja yang baik untuk filter air dimana seluruh polutan methylene blue mampu disaring. ]]>
<![CDATA[DEVELOPING OF ELECTRONIC TEACHING MATERIAL BASED ON MOBILE LEARNING IN THE WAVE SUBJECTS ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4231
<![CDATA[In the advanced and modern era, technological sophistication led to learning which initially runs, in which teachers and students meet each other and communicate in the classroom, can be implemented through of information technology. Along with the development of information, where books and teachers who initially as a primary source of learning, are now beginning to experience growth from the internet. Mobile learning defined as mobile devices that are used in the learning process. The wave course is one of subject that must be taken by students of physics education in the third semester. This course emphasizes the concepts of wave were reviewed mathematically and the phenomenon that occurs in everyday life. Mobile learning developed in this study in the form of electronic teaching materials on subjects of waves. The aim of this study was to develop electronic teaching material in the form of mobile learning. The sample of this study is 80 students in the third semester students who are taking waves courses. The results show that mobile learning that has been developed has score 3.8 and included valid criteria. Pada era yang serba maju dan modern, kecanggihan teknologi menyebabkan pembelajaran yang awalnya berjalan satu arah, dimana guru dan siswa saling bertemu dan berkomunikasi di dalam kelas, dapat dilaksanakan melalui bantuan teknologi.informasi. Seiring dengan perkembangan informasi, buku dan guru yang awalnya sebagai sumber belajar utama, saat ini sudah mulai mengalami perkembangan dimana sumber belajar yang berasal dari internet sudah mulai sering dimanfaatkan dalam proses pembelajaran. Mobile larning didefinisikan sebagai perangkat mobile yang dipergunakan dalam proses belajar mengajar. Mata kuliah gelombang sendiri merupakan salah satu mata kuliah yang wajib ditempuh oleh mahasiswa program studi pendidikan fisika semester 3. Mata kuliah ini menekankan pada konsep gelombang yang ditinjau secara matematis dan fenomenanya yang terjadi dalam kehidupan sehari-hari dalam bentuk bahan ajar elektronik. Tujuan dari penelitian ini adalah untuk mengembangkan bahan ajar elektronik dalam bentuk mobile learning. Adapun sampel dari penelitian ini adalah 80 mahasiswa semester 3 yang sedang menempuh mata kuliah gelombang. Hasil penelitian menunjukkan bahwa mobile learning yang sudah dikembangkan memiliki score validasi 3.8 dan termasuk dalam kriteria valid]]>
<![CDATA[APPLICATION OF VERTICAL GRADIENT METHODS OF MICROGRAVITY TIME FUNCTION TO DETERMINE GROUND WATER REDUCTION IN SEMARANG PERIOD OF 2013 ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.3267
<![CDATA[The development of Semarang city requires the availability of water for daily use and industry in line with population growth. Uncontrolled use of water will damage the groundwater system. The purpose of this study was to determine the zone of the decrease of water level to obtain information about area that utilizes excess water. The method used is a micro-gravity vertical gradient between times. Gravity measurements were done at 124 points spread evenly between May and October 2013. The results showed that there was a decrease in ground water level in the Industries area Kaligawe, Tanah Mas, and Tlogosori which was identified with the vertical gradient anomaly of micro gravity between the times from May to October 2013. The regions which have high negative changes in ground water level (1.2-1.4 m / year) were the monitoring wells Madukoro 2, LIK Kaligawe and PT Aquaria which are the industrial areas. Exploitation of ground water in industrial areas is relatively high compared to the other regions.Perkembangan kota Semarang yang menuntut ketersediaan air untuk keperluan sehari-hari dan industri seiring dengan pertambahan jumlah penduduk. Pemanfaatan air yang tidak terkendali akan menyebabkan sistem air tanah rusak. Tujuan penelitian ini adalah menentukan zona penurunan muka air tanah untuk memperoleh informasi daerah yang memanfaatkan air secara berlebihan. Metode yang digunakan adalah gradien vertikal gaya berat mikro antar waktu. Pengukuran gaya berat di lakukan di 124 titik yang tersebar merata pada periode Mei dan Oktober 2013. Hasil peneltian menunjukkan telah terjadi penurunan muka air tanah di lingkungan Industri Kecil Kaligawe, perumahan Tanah Mas, Perumahan Tlogosori yang ditandai dengan anomali gradien vertikal gaya berat mikro antar waktu Mei-Oktober 2013. Wilayah yang memiliki perubahan muka air tanah negative tinggi (1,2-1,4 m/tahun), berada di sekitar sumur pantau Madukoro 2, LIK Kaligawe dan PT Aquaria dimana tutupan lahan di sekitar sumur pantau tersebut merupakan kawasan industri. Eksploitasi air tanah pada kawasan industri relatif tinggi jika dibandingkan dengan kawasan lainnya. ]]>
<![CDATA[THE APPLICATION OF AUTHENTIC ASSESSMENT WITH FEEDBACK TO IMPROVE THE COMPETENCE OF MTS 2 BANDUNG STUDENTS IN CONSTRUCTING A SCIENTIFIC REPORT OF MOTION MATERIAL IN SCIENCE LEARNING ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4227
<![CDATA[This research was carried out to describe the application of authentic assessment with feedback in science learning of motion material which can increase the grade VIII G MTs Negeri 2 Kota Bandung students’ ability of making scientific reports and to analyse the increase. This classroom action research was performed at Madrasah Tsanawiyah Negeri 2 Kota Bandung in the even semester 2014/2015 academic year with 35 students consisting of 18 boys and 17 girls as the subjects. The success indicator of the research was a minimum of 80% of the students were able to make scientific reports in good category (with minimum score of 80). The result showed that the application of the authentic assessment with the feedback increased the ability of students of MTs Negeri 2 Kota Bandung in writing the scientific reports. There was an increase of students’ ability in writing the scientific reports from the first cycle to the second one. Initially, 14% of the students got good category in the first cycle. This number increased, then, to 83% in the second cycle. Penelitian ini dilakukan untuk mendeskripsikan penerapan penilaian otentik dengan feedback dalam pembelajaran IPA materi gerak yang dapat meningkatkan kemampuan menulis laporan ilmiah dan menganalisis peningkatan kemampuan menulis laporan ilmiah siswa kelas VIII G MTs Negeri 2 Kota Bandung. Penelitian yang dilakukan merupakan penelitian tindakan kelas. Subjek penelitian adalah 35 orang siswa kelas VIII G yang terdiri dari 18 laki-laki dan 17 perempuan. Tempat penelitian dilaksanakan di Madrasah Tsanawiyah Negeri 2 Kota Bandung pada semester genap tahun pelajaran 2014/2015. Indikator keberhasilan dari penelitian tindakan kelas yang dilakukan adalah minimal 80% dari siswa memiliki kemampuan menulis laporan ilmiah dalam kategori baik (dengan skor minimal 80). Hasil penelitian menunjukkan bahwa kami telah berhasil menerapkan penilaian otentik dengan feedback yang dilakukan guru dalam pembelajaran IPA materi gerak untuk meningkatkan kemampuan siswa MTsN 2 Bandung dalam menyusun laporan ilmiah. Kemampuan menulis laporan ilmiah siswa mengalami peningkatan siklus I ke siklus II yang semula sebesar 14 % menjadi 83 % jumlah siswa yang berkategori baik.]]>
<![CDATA[INDEPENDENT LEARNING STRATEGY OF NATURAL SCIENCE WITH “ONE DAY ONE DIARY FOR SCIENCE” PROGRAM ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4255
<![CDATA[Learning behavior and metacognitive skill of students affect cognitive value and level of understanding of each student. The application of the "One Day One Diary for Science" program is needed in learning to train students' metacognitive skills and independence in learning science. This study was performed to find out the learning behavior, the development of metacognitive skills, and both relation. The study was conducted by observation, interview, and documentation on 33 junior high school students. The result of the study was analyzed the domain, taxonomy, components, and culture growth, so the data of learning behavior and metacognitive skill of students based on the score level can be obtained. Based on data analysis, learning behavior and metacognitive skill on a higher grade is higher than the other classes. There is a strong correlation between learning behavior and metacognitive skills.Perilaku belajar dan kemampuan metakognitif siswa mempengaruhi nilai kognitif dan tingkat pemahaman setiap siswa. Penerapan program “ One Day One Diary for Science” diperlukan dalam pembelajaran sains untuk melatih kemampuan metakognitif dan kemandirian siswa dalam belajar IPA. Penelitian ini bertujuan untuk mengetahui perilaku belajar, perkembangan kemampuan metakognitif, dan hubungan keduanya. Penelitian dilakukan dengan cara pengambilan data melalui pengamatan, wawancara, dan dokumentasi serta triangulasi data dengan cara memperpanjang lama pengamatan pada 33 siswa Sekolah Menengah Pertama. Hasil penelitian dianalisis dengan analisis domain, taksonomi, komponensial, dan temuan budaya, sehingga diperoleh data perilaku belajar sains dan kemampuan metakognitif siswa berdasarkan tingkatan kelas. Berdasarkan analisis data, perilaku belajar sains dan kemampuan metakogntif pada kelas atas lebih tinggi dibandingkan kelas lain. Terdapat hubungan yang kuat antara perilaku belajar dan kemampuan metakognitif]]>
<![CDATA[DESIGN OF THERMAL EQUIPMENT MILLING FOR FABRICATING THE TIO2 PHOTOCATALYSTS COATED GRAIN POLYMERS ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 11, No 2 (2015) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v11i2.4219
<![CDATA[Organic waste water treatment can be conducted with technique of photocatalytic. Photocatalytic activity involves factors light intensity and amount of catalyst. In order this process can take place optimally, the catalyst material coating on the surface of the material buffer such as polymer shaped grains can be an alternative method. Setting the temperature and the duration of heating automatically is very efficient in controlling the physical characteristics of the photocatalyst materials. In this experiment, modification done on of the two types of thermal equipment milling namely cylindrical equipment milling equipped with heater and equipment milling based electric oven. The testing process of the thermal equipment milling performed with controlled temperature in the range of 110 ° C and setting the timer to 60 minutes. In testing the thermal characteristics of milling equipment, it takes as long as 220 minutes for each immobilization process using cylindrical milling and 65 minutes when using an electric oven. Setting the temperature and time in the electric oven milling can be performed automatically, which can not be performed using cylindrical milling. Milling equipment based electric oven has also been used in the selection of buffer polymer materials and fabricate TiO2 photocatalysts which tested on photodegradation of organic compound of methylene blue (MB).Penjernihan air limbah organik dapat dilakukan dengan teknik fotokatalisis. Agar aktivitas fotokatalitik yang melibatkan faktor intensitas cahaya dan jumlah katalis dapat berlangsung secara optimal, pelapisan material katalis pada permukaan material penyangga berupa bulir polimer termoplastik dapat menjadi salah satu alternatif. Pengaturan temperatur dan lamanya pemanasan secara otomatis sangat efisien dalam mengendalikan karakteristik fisis material fotokatalis Dalam penelitian ini dilakukan modifikasi terhadap dua jenis peralatan thermal millng, yaitu peralatan milling cylinder yang dilengkapi dengan komponen pemanas dan peralatan miling berbasis oven listrik. Proses pengujian milling dilakukan dengan temperatur terkontrol pada kisaran 110 °C dan pengaturan timer 60 menit. Dalam pengujiankarakteristik termal kedua alat tersebut, dibutuhkan waktu selama 220 menit untuk setiap proses imobilisasi menggunakan milling cylinder dan 65 menit bila menggunakan peralatan berbasis oven listrik. Pengaturan temperatur dan waktu pada alat berbasis oven listrik dapat dilakukan secara otomatis, yang tidak dapat dilakukan menggunak milling cylinder. Peralatan milling berbasis oven listrik ini juga telah digunakan dalam pemilihan polimer penyangga material fotokatalis TiO2 serta pabrikasi fotokatalis TiO2 yang diujikan dalam fotodegradasi senyawa organik metilen biru (MB).]]>
