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<![CDATA[Student Responses to The Application of The Number Head Together Learning Model in Physics Subjects ]]>
<![CDATA[Jufrida, J]]>;
<![CDATA[Astalini, A]]>;
<![CDATA[Darmaji, D]]>;
<![CDATA[Tanti, T]]>;
<![CDATA[Kurniawan, D A]]>;
<![CDATA[Erika, E]]>;
<![CDATA[Hayi, R]]>;
<![CDATA[Sukarni, W]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i2.24083
<![CDATA[The NHT (Number Head Together) learning model is a learning model that has a structure designed to influence student interaction patterns. The NHT learning model emphasizes students to work together in finding, processing, and reporting information. This model can make students more communicative during the physics learning process. The use of conventional learning models will generally make students bored and uninterested in learning physics. In physics subjects, teachers generally use conventional learning modelsStudents' boredom will arise when learning using conventional models. The purpose of this study was to describe students' responses to the application of the NHT type cooperative learning model. The benefit of this research is to know the student's response to the application of the NHT type of cooperative learning model, as well as the application of the NHT type of cooperative learning model in physics learning. This study used a mixed method research design. The data in this study were analyzed using the triangulation method. Data were collected through interviews, observation, and documentation. The subjects in this study were high school students. The results showed that some respondents responded quite well to the application of the NHT type of cooperative learning model in physics learning, and some of them responded well to the application of the NHT type of cooperative learning. In learning physics, the use of learning models affects the continuity of the teaching and learning process which will have an impact on the knowledge and learning outcomes possessed by students.]]>
<![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 ]]>
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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[Development of Learning Media for Earthquake Disaster Through Physics Subjects to Improve Problem Solving Ability and Disaster Preparedness ]]>
<![CDATA[Rany, T D]]>;
<![CDATA[Mundilarto, M]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 17, No 2 (2021) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v17i2.27421
<![CDATA[Intensity of the earthquake disaster in Indonesia is quite high. The impact in the form of casualties and infrastructure damage was very severe. It is very important to teach disaster preparedness knowledge from an early age, including in the field of education. The learning being taught is still glued to the material that has not linked disaster knowledge. The purpose of this research is to produce learning media for earthquake disasters based on android through proper physics subjects to improve problem solving skills and disaster preparedness. The design of this research is R D using the 4D model. The data collection instruments are in the form of expert validation sheets which include media experts and material experts. The research data were collected through observation sheets, questionnaire sheets, and inferential analysis. The results of the development of android-based disaster learning media met the very feasible criteria of 92.1 for media experts and 94.1 for material experts. The Manova test statistical results were 95% for problem-solving skills and 92.7% for disaster preparedness, so it was concluded that Android-based earthquake disaster learning media were used effectively to enhance problem solving skills and disaster preparedness.]]>
<![CDATA[KARAKTERISTIK SIFAT FISIS BATUAN NIKEL DI SOROWAKO SULAWESI SELATAN ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 10, No 2 (2014) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v10i2.3452
<![CDATA[Sulawesi Selatan memiliki cadangan nikel berlimpah di daerah Sorowako, Kabupaten Luwu Timur, yang sampai saat ini masih terikat kontrak karya dengan P.T. Vale Indonesia. Potensi nikel dalam jumlah besar dan terus bertambah sehingga dalam proses produksi dan eksplorasinya harus tepat, ramah lingkungan agar memiliki nilai ekonomi tinggi. Data yang dilaporkan dalam penelitian ini berupa hasil karakterisasi komposisi unsur, senyawa dan kekerasan batuan nikel. Pemilahan dan penyiapan sampel dilakukan secara manual dalam ukuran 2 cm x 2 cm x 0,5 cm. Hasil analisis menunjukkan bahwa komposisi utama dari batuan nikel didominasi oleh nikel (Ni) dan silikon (Si). Kekerasan batuan nikel mencapai 130 sampai 155 HVN-100 serta temperatur transisi gelas pada kisaran 9000C. Berdasarkan data ini, batuan nikel potensial untuk diolah secara industri.ABSTRACTSouth Sulawesi has abundant reserve of nickel in Sorowako, East Luwu, which is still in the status of work contract bond with P.T. Vale, Indonesia. The huge nickel potential of the area and the growing production brings the need to process the exploration precisely and friendly to generate high economic value. The data reported in this study are characterization result of the elements composition, compounds and hardness of the nickel ore. Samples were prepared manually, each in size of 2cm x 2cm x 0,5cm. The analysis showed that the main composition of the nickel ore was dominated by nickel (Ni) and silicon (Si). Nickel ore hardness reaches 130 to 155 HVN-100 as well as the glass transition temperature in the range of 9000C. Based on the data found, the nickel ores are furthermore processable industrially.]]>
<![CDATA[Conceptual Framework of Inquiry-Creative-Process Learning Model to Promote Critical Thinking Skills of Physics Prospective Teachers ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 15, No 1 (2019) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v15i1.10693
<![CDATA[Critical thinking has become a major competency of higher education learning in Indonesia; therefore, a specific learning model that is oriented towards improving students' critical thinking skills is important to be developed. This study aims to develop an Inquiry Creative Process (ICP) learning model to promote critical thinking skills of physics prospective teachers. This research is the first step of development research which produce learning model with valid criteria on content validity and construct validity aspects. The validation of ICP learning model has been done through focus group discussion (FGD) mechanism involving 5 experts as validator. The data of the validation results of the model were analyzed descriptively by averaging the validation score. Validation results show that the validity level (Va) of 4.12. The conceptual framework and validation results of the ICP learning model are described in this article.Berpikir kritis telah menjadi kompetensi utama pembelajaran tingkat pendidikan tinggi di Indonesia, sehingga model pembelajaran yang spesifik berorientasi ke arah peningkatan keterampilan berpikir kritis mahasiswa menjadi penting untuk dikembangkan. Penelitian ini bertujuan mengembangkan model pembelajaran Inquiry Creative Process (ICP) untuk melatih keterampilan berpikir kritis mahasiswa calon guru fisika. Penelitian ini merupakan langkah awal penelitian pengembangan yang menghasilkan produk model pembelajaran dengan kriteria valid pada aspek-aspek validitas isi (content validity) dan validitas konstruk (construct validity). Validasi model pembelajaran ICP dilakukan melalui mekanisme focus group discussion (FGD) dengan melibatkan 5 orang pakar selaku validator. Data hasil validasi model dianalisis secara deskriptif dengan merata-rata skor hasil validasi. Hasil validasi menunjukkan tingkat kevalidan (Va) model pembelajaran ICP sebesar 4,12 berada pada kategori valid. Kerangka konseptual dan hasil validasi model pembelajaran ICP dijabarkan dalam artikel ini. ]]>
<![CDATA[STUDENTS’ UNDERSTANDING OF FUNDAMENTAL CONCEPTS OF MECHANICAL WAVE ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 12, No 1 (2016) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v12i1.3804
<![CDATA[Contrast to force and motion concepts, students’ difficulties related to physics concepts underlying mechanical wave propagation has getting less attention in physics education research. This study exposed common students’ difficulties in solving conceptual problems related to mechanical wave propagation. Subject consisted of 128 first-year students in physics department of UM, enrolling the Introductory Physics II in 2013/2014 academic year. Data was gathered using two-tier, multiple choices test with Confidence Scale Rating. The study concluded that some fundamental concepts of wave such as general mathematical representation of wave propagation, motion of medium particles, and the relationship of v = λf, were not well understood by most students; even many students hold misconceptions. The study suggested further research to explore the causes of student’s difficulties more outentically, for example, using think aloud or clinical interview methods.Kontras dengan topik gaya dan gerak, kesulitan siswa terkait konsep-konsep yang melandasi fenomena perambatan gelombang masih kurang mendapatkan perhatian para peneliti pendidikan fisika. Artikel ini mengangkat kesulitan umum yang dialami mahasiswa dalam memecahkan masalah konseptual terkait fenomena perambatan gelombang. Subjek penelitian terdiri atas 128 mahasiswa tahun pertama jurusan fisika UM yang mengikuti perkuliahan Fisika Dasar II tahun akademik 2013/2014. Analisis didasarkan pada jawaban mahasiswa terhadap soal pilihan ganda dan tingkat keyakinan mahasiswa terhadap ketepatan jawabannya. Penelitian menyimpulkan bahwa konsep-konsep fundamental yang meliputi representasi matematis tentang karakteristik umum gelombang berjalan, gerakan partikel medium saat dilewati gelombang, dan hubungan belum dipahami dengan baik oleh sebagian besar mahasiswa; bahkan banyak mahasiswa yang terindikasi mengalami miskonsepsi. Disarankan untuk dilakukan penelitian lanjutan untuk mengeksplorasi lebih dalam dan lebih otentik penyebab kesulitan tersebut, misalnya menggunakan teknik think aloud atau interview klinis.]]>
<![CDATA[INTERACTIVE MULTIMEDIA THERMODYNAMICS TO IMPROVE CREATIVE THINKING SKILL OF PHYSICS PROSPECTIVE TEACHERS ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 13, No 1 (2017) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v13i1.8447
<![CDATA[This study aims to improve the creative thinking skills of prospective physics teacher as the impact of the application of interactive thermodynamics multimedia (ITMM). The research method used is quasi experiment with control group pretest-posttest design. The subjects consisted of 34 students in the experimental group and 33 students in the control group. Participant students are physics physics semester fourth, in one of the state universities in East Kalimantan. The research instrument consists of multiple choice test items charged with creative thinking skills. Data were analyzed by using difference test of two averages. The normalized gain gain score g of creative thinking skill aspect on the experimental group is 0.60 and the control group is 0.31. This indicates that the creative thinking skills of the prospective physics teacher increase significantly after they experience thermodynamic learning with interactive multimedia. Thus it can be concluded that the use of interactive multimedia improve the creative thinking skills of prospective physics teachers.]]>
<![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[Pemanfaatan Limbah Cangkang Telur Ayam dan Bebek sebagai Sumber Kalsium untuk Sintesis Mineral Tulang ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 10, No 1 (2014) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v10i1.3054
<![CDATA[Penelitian ini bertujuan untuk membuat biomaterial substitusi tulang yang menyerupai komposisi tulang sebenarnya, yang terdiri dari mineral inorganik (apatit) dan bahan organik sebagai matriks. Pada penelitian ini metode presipitasi digunakan dalam pembuatan komposit apatit-kitosan dengan menggunakan cangkang telur ayam dan bebek sebagai sumber kalsium dan KH2PO4 sintetik sebagai sumber posfat. Cangkang telur dan KH2PO4 sebagai mineral inorganik tulang, sedangkan matriks organik yang digunakan adalah kitosan dari kulit udang. Cangkang telur ayam dan bebek dikalsinasi untuk menghilangkan semua komponen karbonat (CO3) sehingga didapatkan CaO sebagai sumber kalsium. Komposit apatit-kitosan dibuat dengan menumbuhkan senyawa kalsium posfat pada matriks dengan metode ek situ. Sampel yang dihasilkan selanjutnya dikeringkan pada suhu 50 oC. Karakteristik sampel selanjutnya dianalisis menggunakan X-ray Diffraction (XRD) dan Fourier Transform Infrared (FTIR) Spectroscopy. Pola XRD sampel memperlihatkan adanya puncak-puncak difraksi untuk kristal apatit. Data tersebut didukung oleh spektrum FTIR yang memperlihatkan puncak transmitansi dari fosfat dan karbonat dari kristal apatit. This study aimed to develop bone substituted biomaterial consisting of inorganic mineral (apatit) and organic material as matrix. In this study, a precipitation method of apatite-chitosan composite synthesis has been used using hen’s and duck’s eggshell as calcium source and synthetic KH2PO4 as phosphate source. The eggshell and KH2PO4 act as inorganic mineral, whereas organic matrix used was chitosan originated from shrimp shell. The eggshell was calcinated to decompose all the carbonate (CO3) phases. To produce the composite, calcium phosphates were grown on organic matrix of chitosan using ex situ method. The result samples were further dried at 50 oC. Characteristic of the samples were performed using X-ray Diffraction (XRD) and Fourier Transform Infrared (FTIR) Spectroscopy. The XRD profile illustrated specific diffraction angles at peaks of apatite crystals. This data were supported by FTIR spectra that showed transmittance peak of phosphates and carbonates from apatites.]]>
<![CDATA[THE USE OF NUMBERED HEADS TOGETHER (NHT) LEARNING MODEL WITH SCIENCE, ENVIRONMENT, TECHNOLOGY, SOCIETY (SETS) APPROACH TO IMPROVE STUDENT LEARNING MOTIVATION OF SENIOR HIGH SCHOOL ]]>
<![CDATA[ Jurnal Pendidikan Fisika Indonesia Vol 14, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Physics, Faculty of Mathematics and Natural Sciences ]]>
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DOI: 10.15294/jpfi.v14i1.13929
<![CDATA[This research was aimed to determine the increasing of students' motivation that has been applied by Numbered Heads Together (NHT) learning model with Science, Environment, Technology, Society (SETS) approach. The design of this study was quasi experiment with One Group Pretest-Posttest Design. The data of students’ learning motivation obtained through questionnaire administered before and after NHT learning model with SETS approach. In this research, the indicators of learning-motivation were facing tasks diligently, showing interest in variety of problems, prefering to work independently, keeping students’ opinions, and feeling happy to find and solve problems. Increasing of the students’ learning motivation was analyzed by using a gain test. The results showed that applying NHT learning model with SETS approach could increase the students’ learning motivation in medium categories.]]>
