Articles
553 Documents
<![CDATA[The Development of Experimental Absorption Based on Arduino-Uno and Labview on Light Radiation by Colourful Surface ]]>
<![CDATA[Rahmatullah, R.]]>;
<![CDATA[Suparno, S.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 16, No 1 (2020) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v16i1.23596
<![CDATA[This development research aims to make a tool and test its ability to absorb the heat in light radiation by colored surfaces (black, dark green, blue, white). The benefit of this research is to present a simple laboratory that can be used in physics education class as a test tool for heat absorption. The research method that applied is Microcomputer Based Laboratory (MBL). The software that used is LabVIEW which connected to Arduino Uno hardware and heat source. The appropriate set of tools and materials is then tested for eligibility. The feasibility test of the device is reviewed from the aspect of content, linguistic, presentation and graphic by an expert validator as well as the compatibility of the findings with the theory. The results found that the darker the color of the object, the greater the ability of heat absorption and vice versa. Changes in power at a light source can affect changes in maximum temperature in the color absorption of heat. The greater the power provided by the light source, the greater the increase in maximum temperature. This development research concludes that the tools are feasible to use and appropriate based on existing theories.]]>
<![CDATA[Analysis of Creativity and Attitudes Caring The Environment of Junior High School Students: Study of Environmental Physics Learning Using Learning Modules ]]>
<![CDATA[Amelia, T.]]>;
<![CDATA[Jumini, S.]]>;
<![CDATA[Khoiri, A.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v17i1.26301
<![CDATA[The natural and socio-cultural environment of the Wonosobo community has various potentials that can be explored and developed to support the science learning process. Pranotomongso is a form of culture used by farmers to cultivate nature. This study aims to determine the application of ethnoscience-based integrated science learning to foster environmental awareness and student creativity. This research is a quantitative study using the True Experimental method, with a Posttest Only Control Design, the sampling technique is random sampling. The instruments used for data collection were tests and questionnaires to measure creativity and environmental awareness. The data analysis technique used one-party t-test. The results showed that ethnoscience-based integrated science learning can foster environmental awareness and student creativity and can improve environmental care and student creativity in ethnoscience-based integrated science learning, in the medium category. This research is very useful in showing how science works in society, and it is more applicable.     ]]>
<![CDATA[A Simple Simulation of Surface Plasmon Resonance in The Kretschmann Configuration Using Google Sheets ]]>
<![CDATA[Quang, N. K.]]>;
<![CDATA[Anh, N. P. Q.]]>;
<![CDATA[Hieu, H. C.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 16, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v16i2.24753
<![CDATA[This article describes a simple numerical simulation of three-layer surface plasmon resonance (SPR) in the Kretschmann configuration. The calculation was performed in Google Sheets, a web-based spreadsheet environment that functions similarly to Microsoft Excel where it is easily accessible for students via the internet. Specifically, Fresnel’s equations were utilized to calculate the intensity of the reflected light for the p-polarized incident light on a three-layer system. The complex functions were utilized to plot the SPR curves. We examined the change of the resonance angle by the influence of the incident wavelength. The simulation was also performed for different thicknesses of the gold film layer. To demonstrate the sensitivity, we obtained the SPR curves with the variation of the refractive index in the sensitive medium. The SPR accuracy was analysed by comparing our obtained result with the published work. It is intended to incorporate into undergraduate instrumental analysis courses.]]>
<![CDATA[Description of Student Response on The Implementation of Cooperative Learning Models of Jigsaw and Role Playing on The Physics Learning ]]>
<![CDATA[Astalini, A.]]>;
<![CDATA[Kurniawan, D. A.]]>;
<![CDATA[Darmaji, D.]]>;
<![CDATA[Erika, E.]]>;
<![CDATA[Hoyi, R.]]>;
<![CDATA[Sukarni, W.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v17i1.24315
<![CDATA[Education is a conscious effort through planning that is prepared by considering various aspects that are important for developing student potential. One of the efforts can be made is implementing a cooperative learning model. This study aims to determine the differences in the results of the application of the Jigsaw cooperative learning model and role playing in physics as well as student responses to the application of the two learning models. This research procedure uses mixed methods using quantitative data obtained by questionnaires, qualitative data is obtained by conducting interviews. The results showed that there were still many students who responded well to the application of the jigsaw cooperative learning model in learning physics but in contrast to student responses to role playing learning. This study aims to determine student responses to the implementation of the Jigsaw cooperative learning model and role playing in physics subjects and to determine the differences in the application of those two models in physics subjects. The novelty of this study is to describe student learning outcomes with the physics learning process and student responses when using the jigsaw cooperative learning model and the role-playing model in physics to make it easier for students to learn and understand concepts and formulas in physics learning. The results showed that many students responded to the application of the jigsaw cooperative learning model and the role-playing learning model in physics learning well. The novelty of this research is that it can improve students' attitudes towards physics by using the jigsaw cooperative learning model and the role playing model.                                         ]]>
<![CDATA[The Effectiveness of Head-To-Tail Method in Solving Challenging Physics Tasks ]]>
<![CDATA[Sharifov, G. M.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 16, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v16i2.25395
<![CDATA[The article deals with the effectiveness of Head-to-tail method for addition vectors. The empirical investigations were carried out at a specialized school. In the research, the number of respondents was 24. As a part of the experiments, it was conducted questionnaires among them and they were given pre-test and post-test, which consists of 12 questions. Statistical analysis was performed using SPSS software. A paired t-test was carried out on pre-test and post-test to determine the possible difference between them. According to the statistically analysed data, it was established that by using Head-to-tail method, students could understand and solve more complicated test task regarding the motion of an object under the many forces. It was concluded that this method could be the best way of solving the most challenging issues related to one or two-dimensional motion and it makes a significant contribution to the more in-depth adoption of the students' understanding of finding the direction of resultant force for numerous forces vectors.]]>
<![CDATA[Representations of Nature of Science in High School Physics Textbooks ]]>
<![CDATA[Ardwiyanti, D.]]>;
<![CDATA[Jumadi, J.]]>;
<![CDATA[Puspitasari, H.]]>;
<![CDATA[Rahayu, P.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v17i1.24805
<![CDATA[Nature of science (NOS) is a vital component of scientific literacy that refers to the science's epistemology. Students must possess the NOS conception to address socio-scientific issues using the reasoning and justification patterns like scientists. This qualitative research assessed the representation of NOS quantitatively and qualitatively in the grade XII senior high school physics textbooks. The quantitative representation of NOS was described by the percentage of appearance of each element of NOS, while the delivery approach was used to describe NOS qualitatively. The analysis was conducted on two textbooks focused on electromagnetic radiation, special relativity theory, and quantum phenomena chapters. The NOS framework instrument has been conceptually and empirically valid. The results show that the empirical and scientific theories were addressed with the highest percentage of appearance, while the social and cultural embeddedness of science and scientific methods were poorly addressed. All elements of NOS were represented implicitly. The empirical findings of this study are expected to be able to stimulate the improvement of the representation of NOS in science textbooks in Indonesia.]]>
<![CDATA[Stress Drop Analysis on Banda Sea ]]>
<![CDATA[Yuliatmoko, R. S.]]>;
<![CDATA[Kurniawan, T.]]>;
<![CDATA[Kambali, R. A. P.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 16, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v16i2.22868
<![CDATA[Stress drop is a fundamental parameter of earthquake source that describes stress before and after an earthquake. The purpose of this study was to determine the tectonic characteristics of the Banda sea region. The research method used is a mathematical analysis and Nelder Mead Simplex nonlinear inversion methods. The results show that the Banda Sea is the area with complex tectonic conditions and large earthquake impacts. The Banda sea earthquake generated a stress drop of between 2 MPa -10 MPa from small to medium, it can be concluded that the rocks in the Banda Sea are relatively harder because the Banda Sea has a complex and varied oceanographic profile. The Banda Sea contains many continental fragments and has very deep ocean basins in the North Banda and Weber Deep, as well as plate rollbacks that form geometry in the shape of a spoon. The strength of rocks in the Banda Sea is also strengthened by the results of gravitational anomalies, there are significant differences in the gravity anomalies around the Banda ocean which indicate high density. This information is very important to know the amount of pressure released shortly after the earthquake which has a very large impact as a disaster mitigation measure.           ]]>
<![CDATA[E- Formative Assessment Integration in Collaborative Inquiry: A Strategy to Enhance Students' Conceptual Understanding in Static Fluid Concepts ]]>
<![CDATA[Kusairi, S.]]>;
<![CDATA[Hardiana, H. A.]]>;
<![CDATA[Swasono, P.]]>;
<![CDATA[Suryadi, A.]]>;
<![CDATA[Afrieni, Y.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v17i1.23969
<![CDATA[This study aims to analyze students' conceptual  understanding and their difficulties in grasping the static fluid concepts after they learned throughout integrated e-formative assessments in collaborative inquiry. This mixed-method research involved 28 senior high school students. Students studied static fluid concepts with a collaborative inquiry strategy supported by the implementation of web-based formative assessment. Students' conceptual understanding and their difficulties were assessed using multiple-choice questions with the reasons (r= 0.75.). The result showed that students' conceptual understanding was improved after learning, which is indicated by the moderate normalized gain value (0.5374), and the strong effect size (2.772). However, there were still some difficulties that students have regarding factors that influence buoyancy. Providing more portion of the conceptual discussions and practising problem-solving during learning through e-formative assessment were recommended. Learning difficulties that have been found in this study can be considered and anticipated by teachers in teaching static fluid topic.                                                                          ]]>
<![CDATA[The Influence Between Self-Concept and Emotional Intelligence on The Ability of Physics Problem Solving ]]>
<![CDATA[Palloan, P.]]>;
<![CDATA[Usman, U.]]>;
<![CDATA[Hakim, A.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 1 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v17i1.26111
<![CDATA[This research aims to know the relationship between self-concept and emotional intelligence on the ability to solve the physics problem of students. The sample used was one hundred and fifteen people determined by simple random sampling. The ability to solve physics problems is measured by test instrument. The research data were processed using simple linear regression techniques and  multiple regression. The results showed there was weak and significant positive relationship between self-concept and the ability to solve physics problems; there is very weak and insignificant positive relationship between emotional intelligence and the ability to solve physics problems; there is weak and significant positive relationship between self-concept and emotional intelligence together to the ability to solve physics problems.]]>
<![CDATA[Improving Self-Learning for Deaf Students in SMPLB Through Use of BISINDO Video in Heat and Temperature ]]>
<![CDATA[Rusilowati, A.]]>;
<![CDATA[Sulhadi, S.]]>;
<![CDATA[Purwaningtyas, S. A.]]>;
<![CDATA[Perwitasari, A. D.]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 16, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpfi.v16i2.19581
<![CDATA[Deaf students have limitations on the sense of hearing, so to grow self-learning requires special processes and training. The results of the observations at the especialy needs secondary school (Sekolah menengah pertama luar biasa negeri/SMPLB-N-in Indosesia) found that one of the goals of the SMPLB-N Ungaran was to produce graduates who were independent and could live in community life. This study aims to improve the learning independence of SMPLB-N Ungaran students by using BISINDO-based videos. This video is equipped with sign language that makes it easy for students to understand the material being studied. The method used is an experiment with the design of single subject A-B patterns. A is baseline dan B is Intervention. The data analysis technique uses descriptive percentages. BISINDO-based video-assisted learning helps students improve self-learning. The increase in the learning independence of deaf students from the baseline phase to the intervention phase was 2.29 in the high category. The average increase in students’ self-learning is 46.1% for the personal aspects of attributes, 52.4% for the aspect process, and 10.2% for the learning context aspect.]]>
